Scielo RSS <![CDATA[Indo-Pacific Journal of Phenomenology]]> http://www.scielo.org.za/rss.php?pid=1445-737720190002&lang=pt vol. 19 num. 2 lang. pt <![CDATA[SciELO Logo]]> http://www.scielo.org.za/img/en/fbpelogp.gif http://www.scielo.org.za <![CDATA[<b>Preface</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S1445-73772019000200001&lng=pt&nrm=iso&tlng=pt <![CDATA[<b>Post-Intentional Phenomenology as Ethical and Transformative Inquiry and Practice</b><b>: </b><b>Through Intercultural Phenomenological Dialogue</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S1445-73772019000200002&lng=pt&nrm=iso&tlng=pt This study is a conceptual dialogue aimed at attaining insight into reading and developing post-intentional phenomenology as intercultural philosophical inquiry. This conversation commences with the problem of Eurocentric phenomenology and introduces several examples of intercultural pheno-menological attempts which fail to move beyond the validation of non-European philosophy using a Eurocentric viewpoint. The first section of this study introduces possible conditions and approaches for intercultural phenomenology, drawing mainly on Kwok-Ying Lau's (2016) work on phenomenology and intercultural understanding, with a view to extending the scope of phenomenological research beyond the limitations of a Eurocentric attitude largely influenced by and inherited from Husserl. The second section considers ways in which the understanding and approach of post-intentional phenomenology could be widened and deepened by the intercultural dimension, and vice versa. Building on these discussions, the paper concludes with a brief consideration of the implications for phenomenological research and of how an intercultural understanding and approach inform research design. Following "lines of flight" in these discussions, post-intentional phenomenology is proposed as an ethical and transformative inquiry. <![CDATA[<b>Well-Being Through the Poet's Speaking: A Reflective Analysis of Well-Being through Engagement with Poetry Underpinned by Phenomenological Philosophical Ideas about</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S1445-73772019000200003&lng=pt&nrm=iso&tlng=pt The poet speaks in a particular way that can "bring things to nearness". This particular way of bringing things to nearness may have some useful implications for understanding human well-being. Sometimes I have noticed that, when I read a poem that really "speaks to me", the poetic language puts me in touch with well-being in a very palpable way, and this has brought me to wonder about this question: What is it that is taking place in a much loved poem that can bring me close to a felt sense of well-being? This paper will draw upon some philosophical insights from the writings of Heidegger and Gendlin to explore what poetry opens up and holds in order to speak of well-being. What is it about poetry that is adequate to hold the deepest roots of hearing with the fullness of what is speaking? Heidegger's later ideas about the essence of language and its non-representational power held within the unity of "the fourfold" may be helpful here. And what is it about poetry that can open up worlds, open us to sensation, and carry us beyond the literal words into the experience of well-being? Gendlin's ideas concerning "thinking beyond patterns" and "carrying forward" may illuminate how poetry holds open what other language cuts off for us. The paper will conclude by pointing to poetry as a crucial form of adequate human discourse that is up to the task of understanding well-being and is therefore highly relevant to health and social care. <![CDATA[<b>Collaboration as a New Creative Imaginary: Teachers' Lived Experience of Co-Creation</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S1445-73772019000200004&lng=pt&nrm=iso&tlng=pt Research on collaborative professionalism may be enriched by inquiries into the lived experiences of teachers. The question of what collaboration is like for teachers has not been taken up widely in the literature. The meaning of collaboration as a coming together of individuals who share, design, and co-create for purposes that are aligned with generative possibilities of producing something new, of understanding something in a novel way, and to combine perspectives, personalities, experiences and expertise, represents a new area for research. This paper presents a phenomenological analysis of teachers' lived experiences of collaboration. To ask these questions requires an orientation to the lived experience of teacher collaboration. For the purposes of this paper, two themes - collaboration and a creative imaginary, and collaboration and relationality - are described as unique structures of human experience. This research supports the conclusion that research in the field of collaborative professionalism and teacher collaboration may be significantly deepened by inquiries into concrete lived experiences of teacher collaboration. <![CDATA[<b>Professional Caregivers: Stress and Coping in the Face of Loss and Trauma</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S1445-73772019000200005&lng=pt&nrm=iso&tlng=pt Professional caregivers who work with the trauma and suffering of others, such as doctors, nurses and psychologists, may face significant challenges along with the risk of adverse, long-term mental and physical health problems. Caregivers with responsibility for dependants outside their professional work reported more stress. This finding is of particular relevance in respect of caregivers in under-developed countries such as Zimbabwe, where many households have taken in additional children who have been orphaned, whose parents are ill, or whose parents have temporarily gone elsewhere in search of work. For the purposes of the study, a qualitative phenomenological research design was selected as appropriate to the focus on human experience. An interpretative approach was adopted to explore and explicate the lived experiences of the participants and the meaning they attached to them. The major sources of stress for professional caregivers emerged as being resource constraints, interpersonal issues, and personal issues. Factors found to promote coping include the caregiver's meaning making perspective, making a difference, and constructing a sense of personal control.