SciELO - Scientific Electronic Library Online

vol.13 issue2The lived experiences of professional clinical psychologists who recently started a new academic careerGetting to know patients' lived space author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand



Related links

  • On index processCited by Google
  • On index processSimilars in Google


Indo-Pacific Journal of Phenomenology

On-line version ISSN 1445-7377
Print version ISSN 2079-7222


OWEN, Ian Rory. Using mindfulness as a teaching aid for phenomenology. Indo-Pac. j. phenomenol. (Online) [online]. 2013, vol.13, n.2, pp.1-16. ISSN 1445-7377.

This paper recaps the position of the Bern school of Husserl interpretation, namely the work of Iso Kern and Eduard Marbach. Kern and Marbach have provided detailed accounts in English as to how to read the key issues in Husserl regarding the philosophical and psychological positions and the methods used to create a theoretical practice that goes before empirical work. When it comes to teaching, there is nothing more useful than a demonstrable technique that shows the evidence to which the scholarship refers. This paper notes the meditation technique of mindfulness that calms the mind, aids acceptance and provides a sense of well-being in a direct way. Despite that application, mindfulness also provides an opportunity for the spontaneous experiences of the phenomena of consciousness to show themselves. In this way, direct personal experience of phenomena can be followed by the interpretation of Husserlian phenomenology. Mindfulness is a parallel which makes the words of Husserl, and Heidegger for that matter, come alive. Mindfulness, as a lived experience, is a foil for teaching in order to set students on the track of what Husserl did in order to get to the conclusions that he provided. This return to the phenomena sets the scene for understanding the difference between Husserl and Heidegger and the understanding of phenomenology in general in qualitative psychology.

        · text in English     · English ( pdf )


Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License