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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 assuntospesquisa de artigos
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Indo-Pacific Journal of Phenomenology

versão On-line ISSN 2079-7222

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HAILING, Steen. Teaching phenomenology through highlighting experience. Indo-Pac. j. phenomenol. (Online) [online]. 2012, vol.12, n.3, pp. 1-6. ISSN 2079-7222.  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.

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