This project was conceived to determine the feasibility of using a phenomenological method of enquiry, based on Giorgi’s existential psychological method, for explicating the experience of being-in-community as experienced within a Community Building Workshop. This project served to inform a larger Master of Social Science research project concerned with building community within business. In approaching this project it was decided to interview two people who had participated in separate CBWs, but not within a business context. The reason for (...) this was purely pragmatic as I had access to two co-researchers (participants) who were available for interviews within given time constraints. Therefore the focus of this project is on being-in-community as experienced in a CBW™. Indo-Pacific Journal of Phenomenology , Volume1, Edition 1 April 2001. (shrink)

This project was conceived to determine the feasibility of using a phenomenological method of enquiry, based on Giorgi’s existential psychological method, for explicating the experience of being-in-community as experienced within a Community Building Workshop. This project served to inform a larger Master of Social Science research project concerned with building community within business.In approaching this project it was decided to interview two people who had participated in separate CBWs, but not within a business context. The reason for this (...) was purely pragmatic as I had access to two co-researchers (participants) who were available for interviews within given time constraints. Therefore the focus of this project is on being-in-community as experienced in a CBWTM. (shrink)

The aim of this paper is to clarify what “phenomenological” means in the phenomenological researches of nursing and what “method” is or should beadopted in phenomenological researches of nursing. The essay first defines a traditional classification of the phenomenological researches of nursing by Cohen and Omery, and then gives a new attempt to classify the phenomenological approaches in the theories of nursing. On this basis, the essay reviews some representative “phenomenological” researches of nursing today (...) and addresses critical comments to them. Finally, the essay will make clear what “phenomenological” should mean in the phenomenological research of nursing and what kind of “method” should be adopted in those researches. (shrink)

In exploring phenomenological literature, it is evident that the term ‘phenomenology’ holds rather different meanings depending upon the context. Phenomenology has been described as both a philosophical movement and an approach to human science research. The phenomenology of Husserl, Heidegger, Gadamer, and Merleau-Ponty was philosophical in nature and not intended to provide rules or procedures for conducting research. The Canadian social scientist, van Manen, however, introduced specific guidelines for conducting human science research, which is rooted in (...) hermeneutic phenomenology and this particular method has been employed in professional disciplines such as education, nursing, clinical psychology, and law. The purpose of this paper is to explore the difference between the phenomenological method as described by van Manen and that of other philosophers such as Husserl, Heidegger, Gadamer, and Merleau-Ponty. In so doing, the author aims to address the blurred boundaries of phenomenology as a research method and as a philosophical movement and highlight the influence of these blurred boundaries on nursing knowledge development. (shrink)

Max van Manen offers an extensive exploration of phenomenological traditions and methods for the human sciences. It is his first comprehensive statement of phenomenological thought and research in over a decade. Phenomenology of practice refers to the meaning and practice of phenomenology in professional contexts such as psychology, education, and health care, as well as to the practice of phenomenological methods in contexts of everyday living. Van Manen presents a detailed description of key (...) class='Hi'>phenomenological ideas as they have evolved over the past century; he then thoughtfully works through the methodological issues of phenomenological reflection, empirical methods, and writing that a phenomenology of practice offers to the researcher. Van Manen’s comprehensive work will be of great interest to all concerned with the interrelationship between being and acting in human sciences research and in everyday life. (shrink)

This is an accessible, concise introduction to phenomenological research in education and social sciences. Mark Vagle outlines the key principles for conducting this research from leading contemporary practitioners, such as van Manen, Giorgi, and Dahlberg. He builds on their work by introducing his post-intentional phenomenology, which incorporates elements of post-structural thinking into traditional methods. Vagle provides readers with methodological tools to build their own phenomenological study, addressing such issues as data gathering, validity, and writing. Replete (...) with exercises for students, case studies, resources for further research, and examples of completed phenomenological studies, this brief book affords the instructor an easy entrée into introducing phenomenology into courses on qualitative research, social theory, or educational research. (shrink)

Eight Domains of Phenomenology and Research Methods is a unique text that explains how the foundational literature representing our lifeworld experience aligns theory with research methods.

orbit and far beyond it. Indeed, the immense, painstaking, indefatigable and ever-improving effort of Husserl to find ever-deeper and more reliable foundations for the philosophical enterprise (as well as his constant critical re-thinking and perfecting of the approach and so called "method" in order to perform this task and thus cover in this source-excavation an ever more far-reaching groundwork) stands out and maintains itself as an inepuisable reservoir for philosophical reflec tion in which all the above-mentioned work has either its (...) core or its source. In fact, in his undertaking to re-think the entire philosophical enterprise as such and to recreate philosophy upon what he sought to be at least a satisfactorily legitimated basis, Husserl, through his already systematised and "authorized" work, and his courses, and later on in his spontaneous reflection (which did not find its way into a definitive corpus but was nevertheless sufficiently coherent with his previously established body of thought to be considered a continuation of it), uncovers perspectives upon the universe of man and projects their new philosophical thematisation that brings together all the attempts by philosophers (e. g., Merleau-Ponty, who drew upon this material and found there his own inspiration) who succeeded him with foundational intentions; it also gives a core of philosophical ideas and insights for the youngergenerationofphilosophers today. (shrink)

The subjective experience of schizophrenia, its cause, and its course have been consistent topics of interest within the phenomenological tradition since its inception. After 80 years of study and the efforts of many investigators, however, phenomenological contributions have so far had only a modest impact on current understandings of this disorder. In this article, the author reviews the methodological and theoretical issues involved in the development of a phenomenological approach to understanding schizophrenia. Drawing examples from his own (...) empirical research, the author illustrates the three steps of description, understanding, and explanation required by an application of the phenomenological method to this empirical domain. He then considers obstacles to the acceptance of insights generated through this method by the mainstream psychiatric community. In conclusion, he suggests that the promise offered by a phenomenological approach will most likely be fulfilled when investigators appeal to the phenomenological conviction in intentionality to provide the guidelines for an empirical science of subjective life. (shrink)

In this article the phenomonelogical approach to qualitative research is compared with certain other qualitative approaches following other paradigms. The thesis is that a deepened understanding of phenomenological philosophy can provide the alternative framework that many of these authors have been seeking. The comparison with other approaches is made in terms of theoretical and methodical consistency. Theoretically, the argument is that the situation known as "mixed discourse" exists because practitioners have not sufficiently freed themselves from the criteria and (...) practices of traditional paradigms in which most qualitative researchers have been trained. The shift from the collection of numerical data to linguistic data takes place without appropriate shift in theoretical context. This state of affairs should be overcome in order to strengthen qualitative research. On the other hand, many qualitative researchers carry on practices that seem to be analogous to phenomenological prescriptions which are explicitly usually misunderstood or resisted when stated directly and generically. Thus, greater theoretical clarity and consistency as well as deeper reflection or better utilization of imaginative possibilities still seem to be called for in order to bring better theoretical conceptualization and more consistent practices to qualitative research. (shrink)

Despite a long history of researchers who combine phenomenology with qualitative or quantitative methods, there are only few examples of working with a phenomenological mixed method—a method where phenomenology informs both qualitative and quantitative data generation, analysis, and interpretation. Researchers have argued that in working with a phenomenological mixed method, there should be mutual constraint and enlightenment between the qualitative and quantitative methods for studying consciousness. In this article, we discuss what a framework for phenomenological (...) mixed methods could look like and we aim to provide guidance of how to work within such framework. We are inspired by resources coming from research in mixed methods and existing examples of phenomenological mixed-method research. We also present three cases of phenomenological mixed methods where we study complex social phenomena and discuss the process of how we conducted the studies. From both the research inspiration and our own studies, we depict the landscape of possibilities available for those interested in mixing phenomenology with qualitative and quantitative methods, as well as the challenges and common pitfalls that researchers face. To navigate in this landscape, we develop a three-fold structure, focusing on the phenomenological frame, the phenomenologically informed generation of qualitative and quantitative data, and the phenomenologically informed analysis and interpretation of data. (shrink)

The author explains that his background was in experimental psychology but that he wanted to study the whole person and not fragmented psychological processes. He also desired a non-reductionistic method for studying humans. Fortunately he came across the work of Edmund Husserl and discovered in the latter’s thought a way of researching humans that met the criteria he was seeking. Eventually he developed a phenomenological method for researching humans in a psychological way based upon the work of Husserl and (...) Merleau-Ponty. This article briefly describes the method. (shrink)

The qualitative method of phenomenology provides a theoretical tool for educational research as it allows researchers to engage in flexible activities that can describe and help to understand complex phenomena, such as various aspects of human social experience. This article explains how to apply the framework of phenomenological qualitative analysis to educational research. The discussion within this article is relevant to those researchers interested in doing cross-cultural qualitative research and in adapting phenomenological investigations to understand (...) students’ cross-cultural lived experiences in different social educational contexts. (shrink)

Introduction to Phenomenological Research, volume 17 of Martin Heidegger’s Gesamtausgabe, contains his first lectures given at Marburg in the winter semester of 1923–1924. In these lectures, Heidegger introduces the notion of phenomenology by tracing it back to Aristotle’s treatments of phainomenon and logos. This extensive commentary on Aristotle is an important addition to Heidegger’s ongoing interpretations which accompany his thinking during the period leading up to Being and Time. Additionally, these lectures develop critical differences between Heidegger’s phenomenology and (...) that of Descartes and Husserl and elaborate questions of facticity, everydayness, and flight from existence that are central in his later work. Here, Heidegger dismantles the history of ontology and charts a new course for phenomenology by defining and distinguishing his own methods. (shrink)

The brief, practical texts in the Essentials of Qualitative Methods series introduce social science and psychology researchers to key approaches to capturing phenomena not easily measured quantitatively, offering exciting, nimble opportunities to gather in-depth qualitative data. In this book, Scott D. Churchill introduces readers to existential phenomenological research, an approach that seeks an in-depth, embodied understanding of subjective human existence that reflects a person's values, purposes, ideals, intentions, emotions, and relationships. This method helps researchers understand the lives (...) and needs of others by helping identify and set aside theoretical and ideological prejudgments. About the Essentials of Qualitative Methods book series: Even for experienced researchers, selecting and correctly applying the right method can be challenging. In this groundbreaking series, leading experts in qualitative methods provide clear, crisp, and comprehensive descriptions of their approach, including its methodological integrity, and its benefits and limitations. Each book includes numerous examples to enable readers to quickly and thoroughly grasp how to leverage these valuable methods. (shrink)

This title presents a comprehensive guide to interpretative phenomenological analysis (IPA) which is an increasingly popular approach to qualitative inquiry taught to undergraduate and postgraduate students today.

While the richness of Heideggerian philosophy is attractive as a healthcare research framework, its density means authors rarely utilise its fullest possibilities as an hermeneutic analytic structure. This article aims to clarify Heideggerian hermeneutic analysis by taking one discrete element of Heideggerian philosophy (Being-towards-death), and using it’s clearly defined structure to conduct a meta-synthesis of Heideggerian phenomenological studies on the experience of living with a potentially life-limiting illness. The findings richly illustrate Heidegger’s philosophy that there is either an (...) inauthentic positioning towards death, or an authentic positioning towards death with a proposition that (1) death is certain; (2) death is indefinite; (3) death is non-relational; and (4) death is not-to-be-outstripped. None of the 29 included studies on the experience of a confrontation with death fully utilised this framework, despite claiming a grounding in Heideggerian thought. This demonstrates the value in modelling how Heideggerian existential structures can be used proactively as analytical ‘hooks’ for data in research claiming a basis in this philosophy and/or method. By modelling the potential application of an important Heideggerian philosophical construct to published qualitative data, this meta-synthesis has revealed new domains and more nuanced understandings of the temporal structure of Being-towards-death. Such an approach helps to more fully unveil the existential concerns of people at the core of interpretative phenomenological enquiry and may provide a blueprint to map either primary or synthesised data to other key ontological existentials. (shrink)

The concern of this study is the consequences of art education information on the experiencing of a painting that has already been experienced in a condition naïve to such information. It is believed that experiential data of viewers with respect to such consequences can be accessed by way of the phenomenological approach. The phenomenological psychology and methodology that are representative of this approach are that of Amedeo P. Giorgi. The employment of Giorgi’s phenomenological psychological method in this (...) study is in the service of education and pedagogy. Giorgi’s history of research on a phenomenological psychology and the method specific to it goes back a number of decades. Four major presentations by Giorgi are the sources for designing the study here in the use of his method. Giorgi’s book is the major source for the understanding of his development and use of the method. (shrink)

Hermeneutic research in nursing: developing a Gadamerian‐based research method This paper takes the stance that although there are many different approaches to phenomenological and hermeneutic research, some of these have become blurred due to multiple interpretations of translated materials. Working from original texts by the German philosophers, this paper reconsiders the relevance of phenomenology and hermeneutics to nursing research. We trace the development of Gadamer's philosophy in order to propose a research method based in (...) this tradition. Five steps have been identified as a guide for nurse researchers. These are deciding upon a question, identification of preunderstandings, gaining understanding through dialogue with participants, gaining understanding through dialogue with text and establishing trustworthiness. (shrink)

I develop here one of the many topics raised by Sass, Parnas, and Zahavi, namely the role of phenomenology in clarifying issues not amenable to standard empirical methods. The authors of this scholarly paper mainly tackle this issue from the angle of psychopathological research in schizophrenia. I would like to build on their argument, having in mind one dimension of clinical phenomenology that has not been approached in their paper: the issue of care, that is the use of (...) the method implemented by clinical phenomenology in the therapeutic setting.I first briefly outline some methodological principles of clinical phenomenology in the context of psychopathological research that may be implemented in the context of .. (shrink)

In his late ‘A Plea for Excuses’, John L. Austin suggests labelling his philosophy ‘linguistic phenomenology’. This article examines which idea of phenomenology Austin had in mind when he coined this term and what light this sheds on his method. It is argued that the key to answering this question can be found in Merleau-Ponty’s 'Phenomenology of Perception', which Austin must have been familiar with. Merleau-Ponty presents phenomenology in a way Austin could embrace: it is a method, it aims at (...) description and uses reduction, it is a non-idealistic study of essence, and interprets intentionality as ‘operative’. In this light, Austin’s method can be appreciated more fully. (shrink)

It is over 20 years since Michael Crotty's groundbreaking critique of phenomenological research in nursing. However, rather than entering into the acrimonious discussions that followed, we developed a research method that we believed translated Gadamer's philosophy into the world of empirical research. Fundamental to that work was our differentiation of hermeneutics from phenomenology. The aim of the present paper was to provide a critical analysis of the citations from publication in 2003 until the end of 2017. (...) We identified 402 citations of which 362 were included. One hundred and sixty‐three articles mentioned the article in passing, usually in a list of authors who had discussed hermeneutics. Sixteen citations misrepresented the method mainly claiming that we discussed a method for hermeneutic phenomenology (or phenomenological hermeneutics). Of the 117 citations that partially used the method, the main focus was the four steps of data analysis. Sixty studies used our method in totality although they derive from varying philosophical standpoints. Disappointingly, there has been little critique of our Gadamerian research method. For health disciplines to truly make progress in the academic stage, it is vital that we engage in with critique, some of which will come through open and honest reflexive engagement with our topics. (shrink)

The book moves from descriptive through to more interpretative phenomenological methods to enable the reader to learn to use the main approaches to ...

It is expected that the determining role of values, which are accepted as the main reference point in guiding their behaviors, in real life will also be effective on social media posts. However, with the increase and diversification of the opportunities offered by social media to its users, the perception of privacy, which is one of the important values in society, is subject to change and privacy is disclosed based on personal consent. Although there are studies in the literature on (...) the negative effects of increasing social media use on the perception of privacy, there is no study that examines the issue from the perspective of Religious Culture and Ethics Knowledge (RCEK) teachers within the framework of values education. In this study, whether and in what direction the determining role of values in life has changed with the widespread use of social media is examined based on the views of RCEK teachers in the example of privacy value. The aim of the study is to examine the views of RCEK teachers on privacy and the transformation of privacy in the context of social media posts. In this direction; it is aimed to determine the privacy perceptions of RCEK teachers in terms of the definition of privacy, situations that are considered private, social media posts that violate privacy and the criteria that should be in these posts, and to examine their views on what kind of education can be given to students about social media and privacy. The research was designed according to the phenomenology design in qualitative research method. The study group of the research consists of 19 RCEK teachers working in various provinces. The data were collected through semi-structured interviews and analyzed by dividing them into themes, categories and codes by content analysis method. As a result of the research, it was concluded that privacy is violated through social media posts, and the perception of privacy has changed depending on many factors related to social media. It was revealed that today's sharing culture negatively affects the perception of privacy. It is thought that the results of the research have important implications for researchers, teachers, parents and authorities.In this study, whether and in what direction the determining role of values in life has changed with the widespread use of social media is examined based on the views of Religious Culture and Ethics Knowledce teachers in the example of privacy value. The aim of the study is to examine the views of Religious Culture and Ethics Knowledge teachers on privacy and its transformation in the context of social media posts. Based on this purpose; it is aimed to determine the privacy perceptions of RCEK teachers in terms of the definition of privacy, situations that are considered private, social media posts that violate privacy and the criteria that should be in these posts, and to examine and reveal their views on how students can be educated about social media and privacy. The research was designed according to the phenomenology design in qualitative research method. The study group of the research consists of 19 RCEK teachers working in various provinces. The data were collected through semi-structured interviews and analyzed by content analysis method by dividing into themes, categories and codes. As a result of the research, it was concluded that privacy is violated through social media posts, and the perception of privacy has changed depending on many factors related to social media. It was revealed that today's sharing culture negatively affects the perception of privacy. It is thought that the results of the research have important implications for researchers, teachers, parents and authorities. (shrink)

The purpose of this paper was to provide an example from phenomenological research of moving from rich descriptive interview data to coherent revelatory descriptions employing empathic bridges within the narrative structure of storytelling. We used transcribed data from two interviews concerning recovery from severe mental illness: one with an American woman in her early thirties, and the other with a Swedish man in his mid-thirties. Five investigators analyzed the transcribed data into individual first-person narrative descriptions according to existing (...) empirical phenomenological methods including an independent reading, identification of themes relevant to processes of recovery from severe mental illness, temporal ordering of themes meaningfully reflecting the sequence of the recounted events, and consensus development. Our findings support the use of empathic bridges as a methodological tool with the narrative structure of firstperson storytelling, as well as the viability and importance of employing this tool to better understand processes of recovery for persons with severe mental illness. (shrink)

This book provides an accessible comprehensive exploration of phenomenological theory and research methods and is geared specifically to the needs of therapists ...

The use of phenomenology and phenomenography as a method in the educational research literature has risen in popularity, particularly by researchers who are interested in understanding and generati...

In recent years there has been a notable increase in the use of phenomenology as a research method, particularly in educational research. With the rise of phenomenology as a research method, confusion has also arisen concerning what counts as phenomenology, and how best to practice phenomenological research in non-philosophical contexts. Consequently, this article will be concerned with three issues: firstly, to contextualise the debate, I provide a brief overview of three popular and influential approaches to (...) phenomenology as a research method: (1) Giorgi’s descriptive phenomenological method; (2) van Manen’s hermeneutic phenomenology; and, (3) Smith’s interpretative phenomenological analysis; secondly, for the sake of conceptual clarity, I then turn my attention to a critical discussion of these approaches and argue that these approaches tend to converge phenomenology into either a descriptive or interpretative focus that essentially transforms phenomenology into a kind of solipsist subjectivism; and, lastly, to progress the debate forward, I argue that it makes sense to look beyond the qualitative or educational research literature to successful applications of phenomenology in non-philosophical contexts because there are plenty of relevant resources that can offer significant theoretical and methodological support to researchers. (shrink)

This chapter provides an overview of how existential phenomenology has influenced qualitative research methods across a range of disciplines across the social, health, educational, and psychological sciences. It focuses specifically on how the concepts of “existential structures,” or “existentials”—such as selfhood, temporality, spatiality, affectivity, and embodiment—have been used in qualitative research. After providing a brief introduction to what qualitative research is and why philosophers should be interested in it, the chapter provides clear, straightforward examples of how (...) qualitative researchers have used existentials to analyze qualitative data and design qualitative studies. The chapter is intended to introduce philosophers to existential approaches to phenomenological qualitative research, with the aim of facilitating interdisciplinary dialogue and collaboration. (shrink)

The authors examine several issues in teaching phenomenology (1) to advanced researchers who are doing qualitative research using phenomenological interview methods in disciplines such as psychology, nursing, or education, and (2) to advanced researchers in the cognitive neurosciences. In these contexts, the term “teaching” needs to be taken in a general and nondidactic way. In the case of the first group, it involves guiding doctoral students in their conception and design of a qualitative methodology that is properly (...) phenomenological. In the case of the second, it is more concerned with explaining the relevance of phenomenology to an audience of experimental scientists via conference presentations or published papers. In both cases, however, the challenge is to make clear to the relevant audience what phenomenology is and how it can relate to what they are doing. (shrink)

In 1930 Husserl wrote that phenomenology is ‘a transcendental idealism that is nothing more than a consequentially executed self-explication in the form of an egological science, an explication of my ego as subject of every possible cognition, and indeed with respect to every sense of what exists, wherewith the latter might be able to have a sense for me, the ego.’ In transcendental-phenomenological theory, according to Husserl, ‘every sort of existent itself, real or ideal, becomes understandable as a “product” (...) of transcendental subjectivity, a product constituted in just that performance.’ This appears so inimical to the fundamental bases of feminist theory that the question of the very possibility of a ‘feminist phenomenology’ inevitably arises, not least because so much associated with the contributions of feminist theory to philosophy concern precisely the critique of the transcendental, isolated, disembodied subject. This chapter explores the different kinds of feminist phenomenology of pregnancy and birth with this problem in mind. Although phenomenology has developed and transformed itself in ways more accommodating to feminist theory we are still entitled to ask what makes it phenomenology? What are the presuppositions of any feminist phenomenology if it is still to count as phenomenology, rather than descriptive social-psychology or feminist metaphysics or feminist ethics? Is phenomenology essentially tied to first-personal description, or can third-person accounts be a legitimate part of its analyses? If third-person descriptions are accepted as a legitimate, what considerations govern the inevitable interpretative aspect of their analysis? Can there be any phenomenology, feminist or otherwise, without some conception of transcendental subjectivity? And what is at stake in the continued use of the transcendental problematic, granted its immanent phenomenological criticism and its various theoretical transformations? This chapter addresses the question of the philosophical specificity of feminist phenomenology by pursuing its distinction from the use of phenomenological research methods in practice disciplines and qualitative psychology, via two of the pivotal questions raised above: can there be any phenomenology, feminist or otherwise, without some conception of transcendental subjectivity? And what is the role of third person testimony in phenomenology? I will argue that the first of these questions remains a problem for feminist phenomenology, in a way that is not easily solved with recourse to third person testimony, the use of which remains under-theorized in the feminist phenomenological literature. Finally, I will show how the problem of transcendental subjectivity is particularly acute for the feminist phenomenology of pregnancy and birth when we consider the generative metaphorics of its philosophical origin in Kant’s philosophy. (shrink)

Part of teaching the descriptive phenomenological psychological method is to assist students in grasping their previously unrecognized assumptions regarding the meaning of “science.” This paper is intended to address a variety of assumptions that are encountered when introducing students to the descriptive phenomenological psychological method pioneered by Giorgi. These assumptions are: 1) That the meaning of “science” is exhausted by empirical science, and therefore qualitative research, even if termed “human science,” is more akin to literature or art (...) than methodical, scientific inquiry; 2) That as a primarily aesthetic, poetic enterprise human scientific psychology need not attempt to achieve a degree of rigor and epistemological clarity analogous to that pursued by natural scientists; 3) That “objectivity” is a concept belonging to natural science, and therefore human science ought not to strive for objectivity because this would require “objectivizing” the human being; 4) That qualitative research must always adopt an “interpretive” approach, description being seen as merely a mode of interpretation. These assumptions are responded to from a perspective drawing primarily upon Husserl and Merleau-Ponty, but also upon Eagleton’s analysis of aestheticism. (shrink)

In an earlier article, Edwards tried to establish that the Duquesne Phenomenological Research Method was simply a particular type of Case Study research method and he also reproached users of the DPRM for not developing theory. This article rebuts both of Edwards's theses. DPRM is radically different from CSRM in logic and in execution and the article demonstrates that the development of theory is not at all the intent of DPRM. The basic difficulty is that Edwards attempts (...) to understand DPRM from an empirical philosophical perspective whereas a phenomenological philosophical perspective is required to understand DPRM correctly. (shrink)

In this article, interviewing from a descriptive, phenomenological, human scientific perspective is examined. Methodological issues are raised in relation to evaluative criteria as well as reflective matters that concern the phenomenological researcher. The data collection issues covered are 1) the selection of participants, 2) the number of participants in a study, 3) the interviewer and the questions, and 4) data collection procedures. Certain conclusions were drawn indicating that phenomenological research methods cannot be evaluated on the (...) basis of an empiricist theory of science, but must be critiqued from within a phenomenological theory of science. Some reflective matters, experienced by the phenomenological researcher, are also elaborated upon. (shrink)

This article points out the criteria necessary in order for a qualitative scientific method to qualify itself as phenomenological in a descriptive Husserlian sense. One would have to employ description within the attitude of the phenomenological reduction, and seek the most invariant meanings for a context. The results of this analysis are used to critique an article by Klein and Westcott , that presents a typology of the development of the phenomenological psychological method.

본 논문은 현대사회의 대표적인 정신질환인 양극성장애에 대한 2000년대 이후 최근 연구들- 행동 활성화 시스템(BAS) 확장모델, 통합적 인지모델, 긍정적 정서장애 모델- 과 후설의 발생적 현상학의 학제 간 연구를 통해서 양극성 장애에 대한 현상학적 분석과 치료의 모델을 제시하고자 한다. 먼저 한병철의 『피로사회』(2010)에서 현대사회의 병리로 문제 삼고 있는 우울증을 양극성 장애의 우울에피소드로 재진단함으로써 양극성 장애가 성과위주의 삶, 자기본위의 삶, 쾌락, 행복추구적 삶, 과시적 활동추구적 삶으로 인한 기분기복과 에너지 소진을 유발하는 대표적인 현대적 정신장애임을 밝힌다. 두 번째로 양극성 장애에 대한 한병철의 사회병리학적 접근 및 전통적인 (...) 진단, 치료법-정신분석, 인지행동치료, 생물학주의-의 일면성을 지적하면서, 2000년대 이후 양극성 장애에 대한 새로운 접근들- 행동 활성화 체계화(BAS)의 확장모델, 통합적 인지모델, 긍정적 정서장애 모델 - 과 현상학의 대화를 제안해본다. 특히 현상학의 자기, 대상, 세계구성의 분석방식, 현상학적 방법 - 판단중지, 현상학적 환원 그리고 본질직관 - 과 특히 발생적 현상학적 방법인 헐어내기와 쌓아가기의 방법 그리고 발생적 상호주관성의 현상학에서 밝히고 있는 세 가지 타자경험의 방식-애착, 공감, 소통-이 양극성 장애의 분석과 치유에서 갖는 함의를 밝힌다. 세 번째로 실제로 2000년 이후의 연구성과의 장단점을 리처드 라자루스의 “동기→촉발사건→인지적 평가→정서적 반응→대처행위”의 순환모델을 준거점으로 삼아 비교 검토한다. 네 번째로 세 가지 모델의 연구성과를 발생적 현상학의 관점에서 세계구성과 대상구성, 인지적-정서적 구성, 실천적 구성으로 통합한다. 다섯 번째로 발생적 현상학의 핵심방법론인 판단중지와 현상학적 환원을 중심으로 치료자와 내담자의 관계 속에서 양극성 장애의 세계-대상구성과 인지적-정서적 구성, 실천적 구성의 문제와 치료법을 모색한다. 마지막으로 양극성 장애에 대한 현상학적 분석과 치료모델의 효과성에 대한 양적, 질적 검증의 방안을 제시한다. (shrink)

Qualitative research, particularly phenomenology, is increasingly popular as a method for midwifery and health-related research. These approaches enable rich and detailed explanations to be uncovered and bring experience to life. Important recommendations and practice- based implications may then be raised and debated for future use. This book brings together a range of phenomenological methods and insights into one accessible text. Illustrated with plenty of examples of successful phenomenological research, Qualitative Research in Midwifery and (...) Childbirth keeps the focus applied to midwifery and childbirth and makes clear the links to practice throughout. The book introduces three key phenomenological approaches âe" descriptive, interpretive and the life world âe" and includes a comparative chapter which discusses the differences between these varied perspectives and methods. Each chapter focuses on how these approaches are used within midwifery research. The remaining chapters present a number of different research projects. These demonstrate how different phenomenological approaches have been used to explore and uncover experiences of childbirth and maternity as well as offering important insights into how women experience different facets of the birth experience during the antenatal, intra-partum and postnatal period. Designed for researchers and students undertaking research projects on midwifery and childbirth, this text includes contributions from a range of international and highly regarded phenomenological authors and researchers. (shrink)

Research in psychopathology is booming in an unprecedented way, at least, in terms of increasing number of publications. Yet, a few questions arise: Does quantity also give us quality? Are the collected data generally of sound quality? How are data typically collected in psychopathology? Are the applied methods of data collection appropriate for this particular field of study? This article explores three different methods of data collection in psychopathology, namely self-rating scales, structured interviews, and semi-structured, phenomenological (...) interviews. To identify the most adequate methodological approach, we first establish the nature of the object of psychopathology and then we critically assess each method’s appropriateness to this field of study. We emphasize fundamental issues that make self-rating scales and structured interviews unfit for the task of adequately examining psychopathology. By contrast, we propose that a semi-structured, phenomenological interview presents a more appropriate method. Finally, we describe two types of semi-structured, phenomenological interviews that can be applied to assess and explore psychopathology, respectively. (shrink)

This paper charts the journey that led to the author's discovery of phenomenology as a potential research methodology in the field of science education, and describes the impact on his own thinking and approach of his encounters with the work of Husserl and Heidegger, Merleau-Ponty and Van Manen. Drawing on this theoretical framework, the author argues that, as a methodology for investigating scientific thinking in relation to life experience, learning and curriculum design, phenomenology not only provides a means of (...) accessing subjective knowing and pure perception, but is sufficiently rigorous and systematic to represent the lifeworld experiences of research participants with a high degree of accuracy. In the process, he highlights the uniqueness and value of phenomenology in relation to quantitative and other qualitative research methods. The aim of this paper is to inspire insight into the value in science education research of using a methodology that fosters a deeper understanding of both teachers’ and learners’ lived experience of the scientific world. The challenge to science specialists, whether educators or researchers, would be to shift their default mode of understanding from the object pole to the ego pole, from the physical object to the human subject, from the observable and measurable to the lived as the true source of human knowledge. (shrink)

Discusses the phenomenological foundations for qualitative research in psychology which operates out of the intersection of phenomenological philosophy, science, and psychology; challenges long-standing assumptions about the practice of grounding the science of psychology in empiricism and asserts that the broader philosophy of phenomenological theory of science permits more adequate psychological development"--Provided by publisher.

This paper introduces the philosophical foundation and practical application of empirical phenomenology in social research. The approach of empirical phenomenology builds upon the phenomenology of the philosophers Edmund Husserl and Martin Heidegger and the sociologist Alfred Schütz, but considers how their more philosophical and theoretical insights can be used in empirical research. It aims at being practically useful for anyone doing qualitative studies and concerned about safeguarding the perspective of those studied. The main idea of empirical phenomenology is (...) that scientific explanation must be grounded in the first-order construction of the actors; that is, in their own meanings. These constructions are then related to the second-order constructions of the scientist. In this paper, empirical phenomenology is considered in the light of phenomenological philosophy. The paper includes an explication of the approach, which is summarized in seven steps through which the researcher is guided, and considers its implications for qualitative methods such as interviewing and participant observation. (shrink)

Is there room for philosophy in educational research? Is there phenomenology before and beyond its uses and abuses in the applied and social sciences? How are phenomenology and philosophy of education related? What are the methods for phenomenology within the field of philosophy of education? These talks to educational scholars and researchers responds to these questions and appeals for place of philosophy within educational research and the tradition of phenomenology within philosophy of education. Across a genealogy of (...) thought and frequent autobiographical confessions, this book of lectures works from the simple insight that philosophy and education are not so different. (shrink)

This article discusses how existential phenomenology may serve as a frame in a mixed‐methods study of changes in weight and body composition among women in adjuvant treatment for breast cancer. In accordance with ontologically and epistemologically fundamental assumptions in nursing, we link mixed‐methods and existential phenomenology from the perspective of the French philosopher Maurice Merleau‐Ponty and his notion of a unified body subject. Letting this perspective permeate our philosophy, methodology and issues at the method level in mixed‐method (...) class='Hi'>research undermines the distinction between first‐ and third‐person perspective when applying and integrating different data sources in a mixed‐methods study. Applying Merleau‐Ponty's third way, the women's bodily experiences appear as gestalt; a ‘figure’ against a ground of existential threats that are grasped through insight from data integrating in joint displays, which revealed the women's experiences on a deep existential level. Existential phenomenology as a frame in mixed‐method studies can speak not only to nurses but also to a multidisciplinary audience in a shared attempt to deepen the understanding of a patient's healthcare problem. (shrink)

Phenomenological healthcare research should include the lived experiences of a broad group of healthcare users. In this paper it is shown how shadowing can give a voice to people in vulnerable situations who are often excluded from interview studies. Shadowing is an observational method in which the researcher observes an individual during a relatively long time. Central aspects of the method are the focus on meaning expressed by the whole body, and an extended stay of the researcher in (...) the phenomenal event itself. Inherent in shadowing is a degree of ambivalence that both challenges the researcher and provides meaningful insights about the phenomenon. A case example of a phenomenological study on the experiences of elderly hospital patients is used to show what shadowing yields. (shrink)