The Phenomenological Heart of Teaching and Learning

Greenberg, Katherine H.; Sohn, Brian K.; Greenberg, Neil; Pollio, Howard R.; Thomas, Sandra P.; Smith, Jim Q.

doi:10.4324/9781351245906

Cited by 7 publications

(6 citation statements)

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“…Greenberg et al (2019) have theorized a phenomenological approach to teaching and learning from a large case study of the course and its instructor. As Merleau-Ponty (1962/2010) emphasizes the primacy of perception, a phenomenological approach, likewise, focuses on what we call dimensions of perception: intentionality, description, embodiment, sociocultural embeddedness, intersubjectivity, and ambiguity.…”

Section: Discussionmentioning

confidence: 99%

“…The course was taught by an experienced professor who practiced a phenomenological approach to teaching and learning (Greenberg et al, 2019). He shared personal stories, used art, and designed experiential activities on the topic (see Table 1).…”

Section: Methodsmentioning

confidence: 99%

“…Her epistemology—what and how she knew—was changed, but the changes in her ontology—her ways of being in the world, her dispositions—also changed. In this article, I provide a picture of the kinds of transformative relationships that can develop over the course of a single semester under the guidance of an instructor who practiced a phenomenological approach (Greenberg et al, 2019) to teaching and learning in higher education. I also share an overview of his phenomenological approach and its implications for adult educators who wish to foster transformative relationships.…”

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confidence: 99%

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Coming to Appreciate Diversity: Ontological Change Through Student–Student Relationships

Sohn

2020

Journal of Transformative Education

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This article, developed from a phenomenological case study of a graduate seminar, presents the development of student–student relationships over the course of a semester and the ways in which they were part of a transformative learning (TL) experience. Often neglected in studies of adult learners, such relationships are revealed to be of critical importance to fostering TL —not to diminish teacher–student relationships but to augment them. Participant diversity included gender, age, race, religion, and field of study. Findings include the student experiences of being “all together” in a collegial and supportive classroom environment and how their relationships developed over time. Superficial comparisons between students, as the course progressed, gave way to intimate explorations of content and changes in disposition. Interpretation of the findings is guided by existential phenomenology and TL theory. Implications for instructors include adapting a phenomenological approach to teaching that brings students together through emotional engagement.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

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Coming to Appreciate Diversity: Ontological Change Through Student–Student Relationships

Sohn

2020

Journal of Transformative Education

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“…Our existential-phenomenological methodology is based predominately on the philosophy of Merleau-Ponty (1945. Our focus within his vast work centers on the following: perceptual concepts of figure and ground, intentionality, embodiment, sociocultural embeddedness, ambiguity, and intersubjectivity (Greenberg et al, 2019). We seek to understand the explicit and implicit experience of study participants through a focus on existential elements of a description often including time, body, others, and world (see Sohn et al, 2017;Thomas and Pollio, 2002).…”

Section: Methodsmentioning

confidence: 99%

From Uncomfortable Squirm to Self-Discovery: A Phenomenological Analysis of the Bracketing Experience

Thomas

Sohn

2023

International Journal of Qualitative Methods

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Bracketing (also called epoche) is fundamental in phenomenological philosophy and is a widely recognized practice in phenomenological and other qualitative research methodologies. Bracketing definitions, types, and procedures still generate debate among contemporary phenomenological methodologists and other qualitative researchers. The purpose of this paper is to contribute to the dialogue about the topic of bracketing with empirical research on one of its forms. In this study, we analyzed self-reflection reports of doctoral students who had engaged in a bracketing interview and subsequent group analysis. Our results show that the bracketing process can be an educational and revelatory experience for the novice researcher including heightening awareness of their presuppositions and other commonly discussed benefits in the literature. An unanticipated finding includes the powerful effect of bracketing as a springboard to developing a researcher identity. Being understood and validated by the research group was a unique experience for participants that helped to dispel student feelings of being an impostor and/or inadequately prepared to conduct doctoral research. Implications for improving the bracketing process for novice researchers include clear communication prior to bracketing and explicit instruction on research journaling.

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“…Burley & Bloom, 2008, p. 178). Yet despite the importance of awareness for learning and the effectiveness of the phenomenological method for sharpening awareness and preparing the ground for social action, research on the everyday educational applications of phenomenology has been scant (Quay, 2016; Greenberg et al, 2019). This is possibly because, like Buberian dialogue, a phenomenological approach “can only be learned at a deep level through engaging in the process” (Greenberg et al, 2019, p. 169), which is difficult to orchestrate in educational contexts that remain governed by mechanical “banking” metaphors (Freire, 1970/2006).…”

Section: Phenomenologymentioning

confidence: 99%

Theory and Praxis in Experiential Education: Some Insights From Gestalt Therapy

Coudray

2020

Journal of Experiential Education

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Background: Higher education policy increasingly conceptualizes industry-linked, service, and place-based forms of education in terms of experiential education. Although potentially promising, this turn toward experience risks instrumentalizing and marketizing experience, which is exacerbated by individualized theories of experiential learning. Purpose: Some scholars have therefore called for more sociological accounts of experiential learning, inviting deeper consideration of how individual experience is connected to social, cultural, or environmental factors. Methodology/Approach: This article responds to that call by explicating the praxis of Gestalt therapy, often associated with the individualistic human potential movement, but which nevertheless offers a framework for reconceptualizing theory and pedagogy of experiential education in more sociological terms. A brief history of Gestalt therapy foregrounding its sociological and experiential basis is followed by explanation of the three pillars of Gestalt therapy (commitment to dialogue, phenomenology, and field theory). Findings/Conclusions: This framework is shown to support a more sociologically oriented theory and praxis of experiential education that also integrates divergent understandings of experience. Implications: Given the turn toward experience in higher education and contemporary flourishing of cooperative social processes in general, defining experiential education more explicitly in terms of Gestalt praxis promises a timely enhancement of both, in the service of socially responsible objectives.

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The Phenomenological Heart of Teaching and Learning

Cited by 7 publications

References 0 publications

Coming to Appreciate Diversity: Ontological Change Through Student–Student Relationships

Coming to Appreciate Diversity: Ontological Change Through Student–Student Relationships

From Uncomfortable Squirm to Self-Discovery: A Phenomenological Analysis of the Bracketing Experience

Theory and Praxis in Experiential Education: Some Insights From Gestalt Therapy

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