The Practice of Phenomenology in Educational Research

Autor/in	Stolz, Steven A.
Titel	The Practice of Phenomenology in Educational Research
Quelle	In: Educational Philosophy and Theory, 55 (2023) 7, S.822-834 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stolz, Steven A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2022.2138745
Schlagwörter	Phenomenology; Educational Research; Research Methodology; Qualitative Research; Philosophy + Suchen Sie Ihr Suchwort? Phenomenological psychology; Phänomenologie; Psychologie; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Qualitative Forschung; Philosophie
Abstract	In recent years there has been a notable increase in the use of phenomenology as a research method, particularly in educational research. With the rise of phenomenology as a research method, confusion has also arisen concerning what counts as phenomenology, and how best to practice phenomenological research in non-philosophical contexts. Consequently, this article will be concerned with three issues: firstly, to contextualise the debate, I provide a brief overview of three popular and influential approaches to phenomenology as a research method: (1) Giorgi's "descriptive phenomenological method;" (2) van Manen's "hermeneutic phenomenology;" and, (3) Smith's "interpretative phenomenological analysis;" secondly, for the sake of conceptual clarity, I then turn my attention to a critical discussion of these approaches and argue that these approaches tend to converge phenomenology into either a descriptive or interpretative focus that essentially transforms phenomenology into a kind of solipsist subjectivism; and, lastly, to progress the debate forward, I argue that it makes sense to look beyond the qualitative or educational research literature to successful applications of phenomenology in non-philosophical contexts because there are plenty of relevant resources that can offer significant theoretical and methodological support to researchers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01