Phenomenological research in education
Phenomenological pedagogy has a tradition reaching back more than hundred years. From its very beginnings, it has developed its own approaches to a theory of Bildung, learning and education as experiences. Traditional theories of Bildung (or formation: how we form ourselves and are formed by others) and education, as they have been formulated by Humboldt, Schleiermacher, Herbart, Hegel and Nietzsche, are re-defined by a phenomenological approach in ways that are both empirical and systematic. Within this process of re-definition, the phenomenological methods of description, reduction and variation have been adopted critically and developed further. Phenomenological pedagogy thus can present an epistemological and methodological program of its own, one which differs from other approaches within the field of the human sciences, including hermeneutics and anthropology.
In current approaches, educating, learning and practicing (Übung) as experiences are defined within the horizons of corporality (Leiblichkeit), responsivity, foreignness and power and thus differentiated from other approaches within the humanities and in qualitative research more broadly.
This blog provides a platform for phenomenological approaches in the field of humanities, social research and research in education and learning. Phenomenologists from an international public are encouraged to contribute to the blog by sharing and discussing their perspectives. With this blog, we hope to create an insight into the diversity of phenomenological approaches and contribute to the internationalization of and exchange within phenomenological research.
To post a contribution on our site, you have to register on ophen.org first. You can then submit a post on our blog and the administrator can publish it.
Prof. Malte Brinkmann
Humboldt-Universität zu Berlin