scholarly journals Researching Lived Experiences: Human Science for an Action Sensitive Pedagogy (Max Van Manen)

Paideusis ◽  
2020 ◽  
Vol 7 (1) ◽  
pp. 47-49
Author(s):  
Barrie R. C. Barrell
Keyword(s):  
Lived Experiences ◽  
Human Science ◽  
Van Manen ◽  
Max Van Manen

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.”

Enlightenment Infinitesimals and Tolstoy’s War and Peace

2020 ◽  
Vol 24 (2) ◽  
pp. 433-451
Author(s):  
Russell Winslow ◽  
Keyword(s):  
Lived Experiences ◽  
Mathematical Problem ◽  
Human Science ◽  
The Other ◽  
The Novel ◽  
War And Peace ◽  
Human Reason ◽  
Extreme Form ◽  
The Enlightenment ◽  
The One

During the Enlightenment period the concept of the infinitesimal was developed as a means to solve the mathematical problem of the incommensurability between human reason and the movements of physical beings. In this essay, the author analyzes the metaphysical prejudices subtending Enlightenment Humanism through the lens of the infinitesimal calculus. One of the consequences of this analysis is the perception of a two-fold possibility occasioned by the infinitesimal. On the one hand, it occasions an extreme form of humanism, “transhumanism,” which exhibits limitless confidence in the possibility of human science. On the other hand, the concept of the infinitesimal also contains within itself a source for a critical “posthumanism,” that is to say, a source which initiates the dissolution of the presuppositions of humanism while simultaneously announcing a different ontological organization. In , Tostoy’s novel takes up the problem of the relation between reason and motion and makes the two-fold possibility visible by presenting a contrast between its theoretical presentations and the lived experiences of the characters in the novel. Thus, is the setting in which the author has chosen to conduct this analysis.

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 Lived Experiences of Battered Women in Ozamiz City, Philippines

2018 ◽  
Author(s):  
Cynthia Superable
Keyword(s):  
Domestic Violence ◽  
Physical Abuse ◽  
Battered Women ◽  
Lived Experiences ◽  
Social Stigma ◽  
Hermeneutic Phenomenology ◽  
Phenomenological Approach ◽  
The Philippines ◽  
Hermeneutic Phenomenological ◽  
Van Manen

Domestic violence is prevalent not only in the Philippines but also in other countries. This study explored how battered women viewed their experiences as victims using a hermeneutic phenomenological approach (van Manen, 2016). Using purposive sampling and snowball technique, the study identified six battered women who were interviewed using researcher-made guide questions. The responses generated from the interviews were transcribed and analyzed using Heidegger's hermeneutic phenomenology which aimed to understand the lived experiences of the participants. Four central themes were identified, namely recurrence of physical abuse, endurance to pain, disempowerment of women, and love for family. Battered women prefer to stay home and endure their husbands’ battering to protect children and family from social stigma.

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.

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 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.

scholarly journals La Lengua Extranjera como dispositivo de la formación y la práctica investigativa en Colombia -retos y perspectivas para jóvenes investigadores

2019 ◽  
Vol 23 (1) ◽  
pp. 13-43
Author(s):  
Manuel Alejandro Guerrero Aponte ◽  
Wilmer Hernando Silva Carreño
Keyword(s):  
Educación Superior ◽  
Educacion Superior ◽  
Van Manen ◽  
Max Van Manen

Este artículo presenta los resultados de una investigación cuyo propósito fue fundamentar el Lenguaje como una alternativa que según la Antropología Pedagógica- contribuyera a enfrentar el fenómeno de la deshumanización ante el avance Capitalista. La pregunta guía fue: ¿En qué sentido la Lengua Extranjera es un dispositivo que cultiva la Capacidad de Ciudadanía Cosmopolita para fortalecer la calidad de la educación superior en Colombia? La pregunta se desarrolló mediante el método Fenomenológico-Hermenéutico según los planteamientos de Max Van Manen. Primero, los resultados muestran que el devenir de la Lengua Extranjera como dispositivo que cultiva la Capacidad de ser Ciudadano del Mundo conduce a descentralizar la persona y propiciar la generalidad. En Esto favorece la convivencia y la creación de nuevos horizontes con los demás. Los resultados señalan que la Lengua Extranjera es un dispositivo cosmopolita y permite a las personas convertirse en in- térpretes empáticos y críticos de sí mismos y de los demás.

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.

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