SciELO - Scientific Electronic Library Online

 
vol.12 número3Teaching phenomenology to qualitative researchers, cognitive scientists, and phenomenologistsTeaching phenomenology by way of "second-person perspectivity" (from my thirty years at the University of Dallas) índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados

Articulo

Indicadores

Links relacionados

  • En proceso de indezaciónCitado por Google
  • En proceso de indezaciónSimilares en Google

Compartir


Indo-Pacific Journal of Phenomenology

versión On-line ISSN 1445-7377
versión impresa ISSN 2079-7222

Resumen

HAILING, Steen. Teaching phenomenology through highlighting experience. Indo-Pac. j. phenomenol. (Online) [online]. 2012, vol.12, n.3, pp.1-6. ISSN 1445-7377.  http://dx.doi.org/10.2989/IPJP.2012.12.1.5.1113.

Based on the assumption that phenomenology is a style not just of thinking, but also of perceiving and acting, this paper shows how, through specific assignments and practices, phenomenological research can become personally as well as professionally meaningful for students. Disciplined practice helps students to attend to experience even though culturally and educationally ingrained habits devalue its importance. By working together in groups, the phenomenon under study is more likely to come alive for the student researchers, and articulating the core of an experience no longer to seem so daunting. The practice of phenomenology also helps students to recognize that slowing down and giving their full attention to experience is restorative, productive, and deeply satisfying.

        · texto en Inglés     · Inglés ( pdf )

 

Creative Commons License Todo el contenido de esta revista, excepto dónde está identificado, está bajo una Licencia Creative Commons