I would like to draw your attention to a new teaching video “Phenomenological Research in Education”, which has been produced in the context of the intermedia project Meet and Read Experts of the Fernuniversität Hagen.
You can watch the video on the teaching video portal or on Youtube.
we are pleased to announce that the Network of Phenomenological Vignette and Anecdote Research has a new homepage.
At the centre of vignette and anecdote research in (in-)formal educational contexts and social learning spaces are methodological procedures that are suitable for exploring (extra-)school experience dimensions, for example on phenomena of learning and teaching or pedagogical practice, as ‘close’ as possible to the participants. Vignettes and anecdotes are aesthetically condensed and situational written narrations, which, generated in a research attitude of co-experience, embody learning experiences and make them tangible through the lived body.
Are children between the ages of 5 and 7 years of age actually becoming increasingly developmentally disturbed and in need of therapy, as current reports indicate (see AOK Heilmittelbericht 2018; see Bildungsberichtsberichterstattung 2018)? Or are there possibly other explanations for this increase in recent years? These questions form the starting point of the short report “Am I a normal child?”.
An initial trail for answering these is laid by phenomenological educational science, which provides a different explanation for the strong increase in the number of children allegedly in need of treatment. It does not see the cause in the children. Instead, the predominant non-pedagogical norms for early childhood education in early educational institutions are considered to be decisive for the situation. First interviews with parents and educators, insights in observation reports as well as in observation sheets also confirmed this perspective.
In the course of this research, it became apparent that child development in early education practice is “measured” and evaluated to a large extent by developmental psychological norms. Developmental psychological norms are basically linked to age specifications and do not include any educational science perspectives on upbringing, education and learning. The individuality and the respective horizon of experience of the individual child are also excluded. This can lead to increased norm deviations on the part of the children, which are responded to with pathologisation and normalisation. The briefly outlined non-pedagogical approach to child development in early educational institutions could thus be an explanation for the high rate of increase in the number of children with an ascribed need for therapy. According to this, fewer children would show difficulties in their development requiring treatment than the statistics show.
The film contribution would like to draw attention with its protagonists to these imbalances in early education, which often leave traces on the children. In the short report, four protagonists from the field of early childhood have their say: a grandmother of an affected child, an educator, Dr. Simone Beller, the developer of the “Kuno-Bellers Development Table 0-9”, and the educational scientist Prof. Dr. Malte Brinkmann.
The content of the article was filmed together with Jeremy Lacher and thanks to all participants in a cooperation between MIZ Babelsberg and the Humboldt University of Berlin.
Nancy Weiss (HU Berlin)
after the volume “Verkörperungen” has been released recently, the volume on learning through research (Forschendes Lernen) is now available in our series!
This volume focuses on the relationship between theory, policy and practice of learning through research as a concept, a didactic concept for higher education and an intersubjective form of action. It aims at a critical reappraisal, reconstruction and reflection of research-based learning in educational and practical theoretical, phenomenological, scientific theoretical, university and general didactical perspectives. In addition, productive perspectives for a new definition of the relationship between research, teaching and learning in academic contexts and for teacher education are given.
The Volume is now availlable at: https://www.springer.com/gp/book/9783658281724
Bernhard Waldenfels, one of the most important thinkers of contemporary German-speaking, bodily anchored, responsive phenomenology, speaks about experience, corporeality and digitality.
In a further three-part interview, Waldenfels answers questions about his new book on Plato, speaking, reading, dialogue and discourse.
I am pleased to inform you that Verkörperungen-(Post-)Phänomenologische Untersuchungen zwischen erziehungswissenschaftlicher Theorie und leiblichen Praxen in pädagogischen Feldern was published on 06.12.2019 in the Springer VS as volume 9 of the series Phänomenologische Erziehungswissenschaft
Children, adolescents and educators are connected to the body in a special way. The body is in motion, in the gaze and demands of others and in the answers to these demands. It embodies itself in relation to others and others. This permanent intermittent shifting, which responds to the activities, objects, goals and expectations of others, constitutes the pedagogical situation in a fundamental way. With regard to body, corporality and embodiment, the pre-linguistic forms of experience take on a special significance in the pre-linguistic and non-linguistic interaction processes, i.e. bodily expressions such as gestures and facial expressions.
But how can this movement of embodiments become the subject matter of research? This volume tries to explore the conditions of productive use. Praxeological, post-structuralist, hermeneutic, ethnographic and videographic explorations in the (post-)phenomenological field of pedagogy are presented. Therefore, idividual, collective, habitual, communicative and mood-related moments of embodiment are presented from social, general, early, curative and primary school pedagogical perspectives.
Carlos Willatt’s dissertation on “Aesthetic Experience and Education – a Phenomenological, Educational Theoretical and Pedagogical Reflection” has been published online: https://edoc.hu-berlin.de/handle/18452/21595
Recently the article was also published in the Zeitschrift für Pädagogik “Ästhetische Bildung und Erziehung. Eine phänomenologische und bildungstheoretische Vergewisserung”:
Carlos has been working in this field for many years. We wish him good luck and success for his further journey in Chile!
Wilfried Lippitz can be regarded as one of the outstanding representatives of phenomenological research on education in German-speaking countries. In the 80s and 90s of the 20th century, together with Käte Meyer-Drawe, he significantly further developed the phenomenological approach. In the context of the turn to the primacy of perception in phenomenology, he has systematically reflected on the phenomena of sociality, corporeality, responsiveness and alterity in countless articles and anthologies and referred them to learning and upbringing, to generation and childhood as well as to identity and subject. This volume provides a collection of historical and systematic studies by Wilfried Lippitz on the theory, history and international spread of the phenomenological research on education of the last two decades. Basic pedagogical concepts such as education, upbringing, foreign experience and pedagogical relationship are framed anew from a phenomenological perspective. Lippitz develops his ideas by reading novels and critically examining authors such as Aloys Fischer and Emmanuel Lévinas. The volume offers a clear introduction to historical, international and current discourses of phenomenological research on education as well as to Wilfried Lippitz’ thinking.
The volume Phänomene der Erziehung und Bildung. Phänomenologisch-pädagogische Studien is now available at:
I would like to share with you this talk on practicing the practice, that I held recently at Nord University in Bodø, Norway.
Here is a link to the video on our Youtube Channel: https://www.youtube.com/watch?v=-glAZtmf850