Researching lived experience van manen pdf

Through cable and wireless connections at home and at work, through Wi-Fi networks and wireless spots in hotels, coffee shops, and town squares, we are indeed connected to each other. But what is researching lived experience van manen pdf phenomenology of this connection? They give access to what used to be personal, secret, and hidden in the lives of its users, especially the young.

In this article I explore the pedagogy of Momus effects of social networking technologies in the way they may alter young people’s experience of privacy, secrecy, solitude, and intimacy. Educational Philosophy and Theory, Vol. In this paper we explore the phenomenon of writing online. Is writing by means of online technologies affected in a manner that differs significantly from the older technologies of pen on paper, typewriter, or even the word processor in an off-line environment?

In writing online, the author is engaged in a spatial complexity of physical, temporal, imaginal, and virtual experience: the writing space, the space of the text, cyber space, etc. At times, these may provide a conduit to a writerly understanding of human phenomena. We propose that an examination of the phenomenological features of online writing may contribute to a more pedagogically sensitive understanding of the experiences of online seminars, teaching and learning. In everyday life in classrooms, the thousand and one things that teachers do, say, or do-not-do, all have practical pedagogical significance.

Not only the objectives or goals of education but also the means and methods used all have pedagogical value and consequences for teaching and learning. Teacher practical knowing-in-action requires pedagogical sensitivity and is described in terms of thoughtfulness and tact, embodied and pathic understanding. Phenomenology of practice is formative of sensitive practice, issuing from the pathic power of phenomenological reflections. Pathic knowing inheres in the sense and sensuality of our practical actions, in encounters with others and in the ways that our bodies are responsive to the things of our world and to the situations and relations in which we find ourselves.

Phenomenology of practice is an ethical corrective of the technological and calculative modalities of contemporary life. It finds its source and impetus in practical phenomenologies of reading and writing that open up possibilities for creating formative relations between being and acting, self and other, interiorities and exteriorities, between who we are and how we act. We propose that Blanchot’s early work on the imaginal space of the text provides a way of perceiving and raising questions, and a new way of understanding the nature of scripture and orality in technologized contexts and relations of teaching and learning. I have done all of my data analysis— I just have to write it down.

Qualitative writing may be seen as an active struggle for understanding and recognition of the lived meanings of the lifeworld, and this writing also possesses passive and receptive rhetoric dimensions. It requires that we be attentive to other voices, to subtle significations in the way that things and others speak to us. In part, this is achieved through contact with the words of others. These words need to touch us, guide us, stir us. Phenomenology is the name for the philosophical tradition that started in Western Europe in the 19th century, and that continues today.

Netherlands was the Philosopher and linguist Hendrick J. Some scholars, such as William A. Luypen, Jan sway of influence now came from the south, from France. Maurice Merleau-Ponty who dominated the philosophical scene in the Netherlands and Flanders. Journal of Curriculum Studies, Vol. As educators are challenged to develop a moral vocabulary of teaching, such a language needs to be sensitive to the way that pedagogical relations are lived and experienced. This exploration into the meanings of care offers a phenomenological puzzle.

It concerns the relation between, on the one hand, commonly accept and professionally received meanings of the ethical concept of care as we find it in the parental, philosophical, and curriculum literature and, on the other hand, the lived experience of caring. The language of care in the field of commerce and in the helping professions tends to pass over these subtle and deeply-felt sensibilities. It seems that for many parents and teachers caring commonly means worrying. Caring is experienced as worrying responsibility.

This should make us wonder about what happens when language turns professional and theoretical, when it becomes charged with meanings that in everyday life are not always recognizable, and when it becomes discharged of meanings that are existentially at its very centre. The pathic nature of inquiry and nursing. Nursing and the Experience of Illness: Phenomenology in Practice. WHEN WE GET to know someone or something really well we sometimes use a special name, a nick name. A nick name is really a name over and above the name that something or someone already carries.

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