Phenomenological Research in Education as a sub-discipline that is rich in tradition can look back on an almost centennial history. In this time, Phenomenological Research in Education established itself as a meanwhile further refined part of Educational Studies. Phenomenological approaches and orientations can now for example be found in Theory and Philosophy of Education, School Research / Curriculum Studies, Social Pedagogy, Rehabilitation Pedagogy, in Childhood Research, in Aesthetic- and Cultural Education, Adult Education, in several forms of Teaching Methodologies and Didactics and in other (sub-) disciplines of Educational Studies. Phenomenological Research in Education has achieved international and worldwide acclaim.
From the beginning, the core themes of Husserl’s phenomenology – intentionality, time, lived body, world, the other – are being associated with and applied to the theories and approaches of Educational Studies. Over the time, Phenomenological Research in Education developed an own access to ‘Bildung’, learning and education as lived experiences. Phenomenology as philosophy that focuses on experience tries to capture experience in its temporal, corporal, sensual and mundane dimension. The phenomenological understanding of experience is being expanded to include the dimensions of generationality and natality, corporeality and embodiment as well as sociality and alterity (foreignness).
By implementing these various perspectives, the processes in pedagogical experiences can be described and made analytically comprehensible. Also, the methodology and the operations that Phenomenological Research in Education uses – description, reduction and variation – are genuinely phenomenological.
With the refined analysis of pedagogical experiences and with its critical methodological application, Phenomenological Research in Education has developed an independent theoretical and methodological profile, that distinguishes it from other approaches.
This article is composed of the following publications:
Brinkmann, Malte. 2011. Pädagogische Erfahrung – phänomenologische und ethnographische Perspektiven. In Orte des Empirischen in der Bildungstheorie. Einsätze theoretischer Erziehungswissenschaft II, hrsg. Ines Maria Breinbauer und Gabriele Weiß, 61–80. Würzburg: Königshausen & Neumann.
Brinkmann, Malte. 2015. Pädagogische Empirie. Phänomenologische und methodologische Bemerkungen zum Verhältnis von Theorie, Empirie und Praxis. Zeitschrift für Pädagogik 61 (4): 527–545.
Brinkmann, Malte. 2017. Phänomenologische Erziehungswissenschaft. Ein systematischer Überblick von ihren Anfängen bis heute. In Pädagogik – Phänomenologie. Verhältnisbestimmungen und Herausforderungen, hrsg. Malte Brinkmann, Marc Fabian Buck, und Severin Sales Rödel, 17–46. Wiesbaden: Springer VS.