Thoughtful incoherence: First encounters with the phenomenological-hermeneutical domain

Rehorick, David; Taylor, Gail

doi:10.1007/bf01318619

Cited by 9 publications

(5 citation statements)

References 5 publications

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“…Moreover, as teachers and researchers, we can also learn from our students. The didactic process is interactive and we cannot assume that, as teachers, we have a better position for knowing (Rehorick and Taylor 1995).…”

Section: The Methodsmentioning

confidence: 99%

Empathy! So What?

Konecki¹

2022

PSJ

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The paper deals with the concept of empathy applied in the contemplative experiment to understand the suffering of the victims of the war in Ukraine. I discuss the concept of empathy in the phenomenological perspective and symbolic interactionists’ view. I needed this discussion to frame the conclusions from the contemplative experiment I did with my students. I used the contemplative methods of research. The students did self-observations and self-reports on their lived experiences while observing photos of the victims and refugees from Ukraine. Breathing exercises (pranayama) were practiced between different self-observations to clean the minds and release tensions. At the end of the experiment, the students were also asked about the empathy deficit in contemporary society, and provided comments on it. Finally, I concluded how empathy is evoked and embodied, and I answered the question about whether it is possible to be empathetic toward people in a totally different and traumatic situation. I end with the statement that empathy is a direct reaction to the condition of the suffering of other people. However, it is also socially-framed. I conclude that it could be socially-developed to cope with an empathy deficit.

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Section: The Methodsmentioning

confidence: 99%

Empathy! So What?

Konecki¹

2022

PSJ

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“…Our novel CLIL approach calls for a fresh theoretical conception that advances thinking beyond the established tradition of andragogy. We introduce 'leregogy' as a new umbrella conception that expresses the relational nature of teaching and learning together (Rehorick, 2014;Rehorick and Taylor, 1995).…”

Section: David Rehorick and Sally Rehorickmentioning

confidence: 99%

Team Teaching and Team Learning in the Language Classroom

Tajino¹,

Stewart²,

Dalsky³

2015

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This book reignites discussion on the importance of collaboration and innovation in language education. The pivotal difference highlighted in this volume is the concept of team learning through collaborative relationships such as team teaching. It explores ways in which team learning happens in ELT environments and what emerges from these explorations is a more robust concept of team learning in language education. Coupled with this deeper understanding, the value of participant research is emphasised by defining the notion of 'team' to include all participants in the educational experience. Authors in this volume position practice ahead of theory as they struggle to make sense of the complex phenomena of language teaching and learning. The focus of this book is on the nexus between ELT theory and practice as viewed through the lens of collaboration. The volume aims to add to the current knowledge base in order to bridge the theory-practice gap regarding collaboration for innovation in language classrooms.

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“…With regard to the development and application of phenomenology it is probably fair to say that it has had a long, controversial, and often confusing history within the social sciences (Rehorick and Taylor, 1995). Moreover, depending on one's epistemological and ontological position, it is either conceptualised as a philosophy, Analysis of three qualitative strategies for those who adhere to the thinking of Husserl (1962) and Heidegger (1962), or a methodology, for those who adopt the position put forward by Schutz (1967).…”

Section: Contextualising Phenomenologymentioning

confidence: 99%

Grounded theory, ethnography and phenomenology

Goulding

2005

European Journal of Marketing

548

142

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Purpose-The paper aims to look at some of the problems commonly associated with qualitative methodologies, suggesting that there is a need for a more rigorous application in order to develop theory and aid effective decision making. Design/methodology/approach-The paper examines three qualitative methodologies: grounded theory, ethnography, and phenomenology. It compares and contrasts their approaches to data collection and interpretation and highlights some of the strengths and weaknesses associated with each one. Findings-The paper suggests that, while qualitative methodologies, as opposed to qualitative methods, are now an accepted feature of consumer research, their application in the truest sense is still in its infancy within the broader field of marketing. It proposes a number of possible contexts that may benefit from in-depth qualitative enquiry. Originality/value-The paper should be of interest to marketers considering adopting a qualitative perspective, possibly for the first time, as it offers a snapshot of three widely-used methodologies, their associated procedures and potential pitfalls.

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Thoughtful incoherence: First encounters with the phenomenological-hermeneutical domain

Cited by 9 publications

References 5 publications

Empathy! So What?

Empathy! So What?

Team Teaching and Team Learning in the Language Classroom

Grounded theory, ethnography and phenomenology

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