Meaning, lived experience, empathy and boredom: Max van Manen on phenomenology and Heidegger

2018 ◽  
Vol 19 (3) ◽  
pp. e12211 ◽  
Author(s):  
John Paley
Keyword(s):  
Lived Experience ◽  
Van Manen ◽  
Max Van Manen

scholarly journals The Lived Experience: A Study In Teaching Online

2018 ◽  
Vol 11 (2) ◽  
pp. 83-88 ◽  
Author(s):  
Bobbette M. Morgan
Keyword(s):  
Lived Experience ◽  
Community Of Learners ◽  
Online Classes ◽  
Teaching Online ◽  
Van Manen ◽  
Max Van Manen

A researcher with five years’ experience of teaching online classes shares what she has seen and experienced while working with her students. Through the evolution of working with Tegrity, Collaborate, and ZOOM the author shares the lived experience. The work of Max van Manen, a phenomenological researcher, serves as the framework. Descriptions are included of experiences from actual online classes. Research supports the findings: communication is essential in online classes; establishing a community of learners provides support to all involved; and students need to be accountable to themselves, the class and to the professors.

scholarly journals Pedagogy here on the ground: Using lived experience to research and understand our lives with children

2020 ◽  
Vol 40 (1) ◽  
pp. 72-83
Author(s):  
Andrew Madjar
Keyword(s):  
Lived Experience ◽  
Professional Learning ◽  
Teacher Practice ◽  
Policy Research ◽  
Research And Practice ◽  
What Works ◽  
Van Manen ◽  
The Relationship ◽  
Max Van Manen

In education, it is common to hear that we need to close the gap between research and practice. Less common is a consideration of what it means to close this gap. A lot of policy, research and professional learning assumes that research should inform teacher practice by providing evidence about ‘what works’ for students’ learning. However, there are other important ways that we can understand the relationship between research and practice. In this paper, I discuss one possibility for understanding this relationship by looking at the research of Max van Manen and his work in phenomenological pedagogy. Phenomenology provides a way for teachers to reflect on their practice by prioritising the meaning and significance of lived experience. As I describe, phenomenology is a valuable way for research to inform practice; but its value lies not in being able to tell us ‘what works’, but in its power to do something with us.

Contemplating Compilations

2017 ◽  
Author(s):  
Joseph Pate ◽  
Brian Kumm
Keyword(s):  
Music Making ◽  
Van Manen ◽  
The World ◽  
The Creation ◽  
Pass Through ◽  
Sound Objects ◽  
Meaningful Experiences ◽  
The Voice ◽  
Max Van Manen

Through this chapter the crafting of compilations is explored as an act, art, and expression of music making, illuminating the listeners’ and compilers’ positions as cocreators of meaning, function, and purpose. Music becomes repositioned and repurposed as found or sound objects that pass through Gaston Bachelard’s triptych of resonance, repercussion, and reverberations, a process of music speaking to so as to speak for individuals’ deeply personal and significantly meaningful experiences. The chapter addresses the question, “What motivates someone to partake in this personally meaningful, vulnerable, and artistic endeavor?” Using Josef Pieper’s conceptions of leisure as celebration, an orientation toward the wonderful, and an act of affirmation, the chapter concludes that the creation and crafting of compilations (e.g., mix tape) affords poetic spaces for connection, enchantment, felt-aliveness, or what Max van Manen called an “incantative, evocative speaking, a primal telling, [whose] aim [is] to involve the voice in an original singing of the world.”

scholarly journals Max van Manen’s Phenomenology of Practice: Relation with Education Sciences and Philosophy

Problemos ◽  
2021 ◽  
Vol 99 ◽  
pp. 118-130
Author(s):  
Sandra Kairė
Keyword(s):  
Methodological Approach ◽  
Phenomenological Philosophy ◽  
Van Manen ◽  
Max Van Manen

This paper investigates the method of the phenomenology of practice developed by the Canadian scholar Max van Manen. The paper describes the development and the main aspects of the phenomenology of practice as well as its importance and relevance to education sciences. However, in line with the critical remarks of the philosopher Dan Zahavi, the paper argues that there are fundamental problems with the phenomenology of practice in regard to phenomenology as philosophy. It is suggested that a researcher who applies this approach in his or her research should be cautious, critically evaluate van Manen’s presentation of phenomenology, and start his/her research from the phenomenological philosophy. Moreover, the paper argues that phenomenology should not be considered only as a methodological approach.

Unsettling Transcription Through “Event Memory”: Problem and Possibility in Exploring the Phenomenological Question

2018 ◽  
Vol 26 (5) ◽  
pp. 447-453
Author(s):  
Meredith N. Sinclair
Keyword(s):  
Lived Experience ◽  
Hermeneutic Phenomenology ◽  
Qualitative Inquiry ◽  
Event Memory ◽  
Two Dimensional ◽  
Memory Problem ◽  
Van Manen ◽  
Truth Claims ◽  
The Way

This article works to unsettle the use of transcription in qualitative inquiry by troubling the truth claims of transcribed text. Building on the hermeneutic phenomenology of Van Manen, it explores the way the researcher might “write through” transcribed text to return to the two-dimensional text space a more honest reading of lived experience. It also draws on Deleuze and Guattari’s rhizomatic thinking to explore the “gruesome multiplicities” present in reality—and the ways we might honor that multiplicity in research texts. Excerpts from an inquiry into the phenomenon of “reading as not a reader” are used to illustrate.

Lived Experience of Critically Ill Patients’ Family Members During Cardiopulmonary Resuscitation

2004 ◽  
Vol 13 (5) ◽  
pp. 416-420 ◽  
Author(s):  
Jennifer M. Wagner
Keyword(s):  
Cardiopulmonary Resuscitation ◽  
Lived Experience ◽  
Critically Ill ◽  
Critically Ill Patients ◽  
Family Members ◽  
Nursing Interventions ◽  
Major Theme ◽  
Van Manen ◽  
The Family ◽  
Research Findings

• Background During resuscitative efforts, patients’ family members are often barred from the patients’ rooms and may never have the opportunity to see their loved ones alive again. Recently, the need to ask family members to leave the room is being questioned. Little is known about families’ perceptions of cardiopulmonary resuscitation.• Objective To describe the experiences, thoughts, and perceptions of family members of critically ill patients during cardiopulmonary resuscitation in the intensive care unit.• Method Six family members whose loved ones underwent cardiopulmonary resuscitation and survived consented to an audiotaped interview. During the interview, family members were asked to describe their experiences during the resuscitation. Interviews were transcribed and were analyzed for relevant themes by using Van Manen thematic analysis.• Results One major theme emerged: Should we go or should we stay? Additionally, 2 subthemes emerged: What is going on? and You do your job. A model, the family’s experience with cardiopulmonary resuscitation, was developed to reflect the research findings.• Conclusions During the period of resuscitation, healthcare professionals neglect to recognize that patients’ family members are experiencing crisis along with the patients and that coping mechanisms are impaired. Moreover, the family members’ informational and proximity needs are often ignored during this time of crisis. Addressing these needs through appropriate nursing interventions will become increasingly important as patients’ family members begin to remain with their loved ones during cardiopulmonary resuscitation.

scholarly journals Getting It Quite Wrong: Van Manen and Smith on Phenomenology

2018 ◽  
Vol 29 (6) ◽  
pp. 900-907 ◽  
Author(s):  
Dan Zahavi
Keyword(s):  
Health Research ◽  
Qualitative Health Research ◽  
Van Manen ◽  
Max Van Manen

Max van Manen and Jonathan Smith have recently had an exchange in Qualitative Health Research concerning their respective use of phenomenology. I welcome the attempt to get clearer on what phenomenology amounts to and I agree with van Manen that an overly arbitrary use of the term will lead to an erosion of the reputation of phenomenology. However, I think both of them are to blame for promoting various confusions concerning the nature of phenomenology. The aim of my article is to make some critical remarks concerning van Manen’s and Smith’s understanding of phenomenology and to suggest alternative resources for qualitative researchers interested in phenomenology.

scholarly journals Lived Experience of Patients Undergoing Hemodialysis: Quality of Life Perspective

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Mrs. Rohini. T ◽  
Dr. Punitha. V. Ezhilarasu
Keyword(s):  
Quality Of Life ◽  
Lived Experience ◽  
Structured Interviews ◽  
Van Manen ◽  
Related Quality ◽  
Health Related ◽  
Stage Renal Disease ◽  
End Stage ◽  
Esrd Patients

There is growing recognition of Health-Related Quality of Life (HRQOL) issues in End Stage Renal Disease (ESRD) patients undergoing Hemodialysis (HD). The aim of the present study was to explore the lived experience of Quality of Life (QOL) among patients undergoing Hemodialysis. The study involved a qualitative approach that used an interpretive hermeneutic phenomenology based on Van Manen’s method. The sample included seven patients undergoing Hemodialysis in two selected hospitals at Ernakulam district in Kerala. They were recruited by purposive sampling. Data were collected using semi-structured interviews. The thematic analysis followed the six steps delineated by Max Van Manen and four themes emerged. They were crestfallen life (3 sub themes; hard pressed life, deserted life and abounding losses); support and comfort; accompanying death and unfulfilled wishes. The findings shed light on the lived experience of QOL that has not yet been researched in an Indian scenario. The generated knowledge can be used by health professionals including nurses to help patients undergoing HD lead a life with better quality of life.

scholarly journals La responsabilidad pedagógica de los profesores de educación especial: una investigación desde el método «FH» de Max van Manen

2016 ◽  
Vol 28 (1) ◽  
pp. 131-157
Author(s):  
José Antonio Jordán Sierra ◽  
Jessica Jeannette Arriagada Vidal
Keyword(s):  
Van Manen ◽  
Discapacidad Intelectual ◽  
Educacion Especial ◽  
Max Van Manen

Este articulo muestra, de forma sintética, una investigación realizada por los autores sobre lo más esencial de la responsabilidad pedagógica de los profesores de educación especial implicados en su relación educativa con sus alumnos con discapacidad intelectual. Los 30 profesores elegidos para participar en tal investigación fueron tanto de Cataluña como de Chile. La metodología investigadora utilizada ha sido poco aplicada –hasta el presente– en España y en Latinoamérica: se trata del «método fenomenológico-hermenéutico», según lo concibe y lo aplica el pedagogo Max van Manen. Tras el breve marco teórico y la descripción de la metodología aplicada, se aporta –en vez de los «análisis de resultados y las conclusiones» de una investigación más convencional– una «muestra selectiva y significativa» del «texto fenomenológico», que tiene como misión sacar a la luz de manera evocadora y formativa los hallazgos esenciales del fenómeno en este caso estudiado.

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