590005 SE Methodology & methods (2024W)
Phenomenological Educational Science: Theories, methods, current debates
Continuous assessment of course work
Labels
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Mo 02.09.2024 06:30 to Mo 30.09.2024 09:00
- Deregistration possible until Tu 15.10.2024 09:00
Details
max. 15 participants
Language: German, English
Lecturers
Classes (iCal) - next class is marked with N
- Thursday 10.10. 09:45 - 13:00 Medien-und Methodenlabor Sensengasse 3a 2.OG
- N Thursday 31.10. 09:45 - 13:00 Medien-und Methodenlabor Sensengasse 3a 2.OG
- Thursday 14.11. 09:45 - 13:00 Medien-und Methodenlabor Sensengasse 3a 2.OG
- Thursday 28.11. 09:45 - 13:00 Medien-und Methodenlabor Sensengasse 3a 2.OG
- Thursday 12.12. 09:45 - 13:00 Medien-und Methodenlabor Sensengasse 3a 2.OG
- Thursday 09.01. 09:45 - 13:00 Medien-und Methodenlabor Sensengasse 3a 2.OG
- Thursday 23.01. 09:45 - 13:00 Medien-und Methodenlabor Sensengasse 3a 2.OG
Information
Aims, contents and method of the course
Our examination of this way of thinking will follow a series of distinct steps in this seminar: We will start with the most important phenomenological concerns and the assumptions of phenomenological educational science and its genesis, whereby its typical representatives will also be discussed. We will then go on to look at the current situation of phenomenological educational science, its central concepts and methodical operations. Using selected representatives, we will next reconstruct the specific phenomenological approach, with special reference to pedagogical concepts such as upbringing (Erziehung), learning and education (Bildung). In the seminar, we will also address criticisms frequently levelled at phenomenological educational science. In addition to an introduction to this way of thinking, the primary aim is for participants to consider how it can be utilized in their own research projects.Against the background of these steps, participants will present particular positions, if possible in connection with their own dissertation topic, and discuss a written text section (e.g. data or research results from their dissertation or exposé) in a working group and in plenary. The needs of the participants will form the focal point of both the input and discussion, which will be orientated in such a way that each candidate is individually supported in their questioning and discovery process through feedback loops from both the group and the supervisor.In addition to inputs with media support, the methods will include (film) examples, partner work, in-depth group work and (independent) literature study.
Assessment and permitted materials
- Continuous attendance and participation in the plenary and on the online platform
- Short presentation of selected points of the dissertation project with reference to the content and aims of the seminar in the plenary or on the online platform (individual work)
- Discussion of the other dissertation projects in the plenary sessions, in groups and on the online platformFurther information regarding the formal requirements for successful completion of the course are announced in the first module.
- Short presentation of selected points of the dissertation project with reference to the content and aims of the seminar in the plenary or on the online platform (individual work)
- Discussion of the other dissertation projects in the plenary sessions, in groups and on the online platformFurther information regarding the formal requirements for successful completion of the course are announced in the first module.
Minimum requirements and assessment criteria
Requirements for assessment:
- Compulsory active participation in the seminar
- At least 80% attendance due to the process- and group-oriented nature of the courseAssessment key:
- Continuous attendance and active participation (30%)
- Reading the literature and commenting on the research projects of other participants, both within and outside the seminar units (30 %)
- Short presentation of a written part (e.g. of the dissertation or exposé) in the context of the seminar topics (40 %)The grading scale is as follows:
91-100% = Very good (1)
79-90% = Good (2)
65-78% = Satisfactory (3)
51-64% = Adequate (4)
=50% = Unsatisfactory (5)
- Compulsory active participation in the seminar
- At least 80% attendance due to the process- and group-oriented nature of the courseAssessment key:
- Continuous attendance and active participation (30%)
- Reading the literature and commenting on the research projects of other participants, both within and outside the seminar units (30 %)
- Short presentation of a written part (e.g. of the dissertation or exposé) in the context of the seminar topics (40 %)The grading scale is as follows:
91-100% = Very good (1)
79-90% = Good (2)
65-78% = Satisfactory (3)
51-64% = Adequate (4)
=50% = Unsatisfactory (5)
Examination topics
Research papers, discussion and short presentation of selected points of a text (i.e. written part of the dissertation or exposé) with reference to the topics and focal points of the seminar.Most of the literature can be found in the library or will be made available on the Moodle platform accompanying the course. Further independently researched texts are also envisaged.
Reading list
- Agostini, E., Eloff, I. & Schratz, M. (2024): Vignette Research: Research Methods. London: Bloomsbury.
- Brinkmann, M. (2017): Repetition and Transformation in Learning. In A, Laros, T., Fuhr, E. W. Taylor (Eds.), Transformative Learning Meets Bildung. International Issues in adult Education (pp. 73-83). Rotterdam: Sense Publishers.
- Finlay, L. (2009): Debating Phenomenological Research, Phenomenology & Practice, 3(1), 6-25.
- Friesen, N. (2017): The pedagogical relation past and present: experience, subjectivity and failure. The Journal of Curriculum Studies, 49(6), 743-756.
- Gallagher, S. (2012): Phenomenology. Houndmills: Palgrave Macmillan.
- Heinämaa, S. (2019): Epoché as a Personal Transformation: On the Similarities between the Philosophical Change of Attitude and Religious Conversions. Phänomenologische Forschungen, 2, 133-160.
- Husserl, E. (2001): Logical Investigations, Volume 1, trans. by J. N. Findlay. London: Routledge.
- Merleau-Ponty, M. [1945] (2009): Phenomenology of Perception, transl. by C. Smith. London: Routledge.
- Merleau-Ponty, M. [1948] (1964): Sense and Nonsense, trans. by H. L. Dreyfus and P. A. Dreyfus. Evanston, IL: Northwestern University Press.
- Meyer-Drawe, K. (2017): Phenomenology as a Philosophy of Experience – Implications for Pedagogy. In: M. Ammann, T. Westfall-Greiter & M. Schratz (Eds.), Erfahrungen deuten – Deutungen erfahren: Vignettes and Anecdotes as Research, Evaluation and Mentoring Tool. Erfahrungsorientierte Bildungsforschung, Vol. 3 (pp. 13-21). Innsbruck: StudienVerlag.
- Smith, D. W. (2018): Phenomenology. The Stanford Encyclopedia of Philosophy. Summer 2018 Edition (accessed 30 July 2021).
- Sokolowski, R. (2000): Introduction to Phenomenology. Cambridge: Cambridge University Press.
- Tanaka, S. (2015): Intercorporeality as a Theory of Social Cognition. Theory & Psychology, 25(4), 455-472.
- Van Manen, M. & Van Manen, M. (2021): Classic Writings for a Phenomenology of Practice. New York: Routledge.
- Waldenfels, B. (2011). Phenomenology of the Alien: Basic Concepts. Studies in Phenomenology and Existential Philosophy, trans. by T. Stähler and A. Kozin. Evanston: Northwestern University Press.
- Willat, C. & Buck, M. F. (2021): Studying as Embodied, Social, and Aesthetic Practice: A Phenomenological Critique. Philosophy and Theory in Higher Education 3(3), 121-132.
- Zahavi, D. (2019): Phenomenology: The Basics. London: Routledge.
- Brinkmann, M. (2017): Repetition and Transformation in Learning. In A, Laros, T., Fuhr, E. W. Taylor (Eds.), Transformative Learning Meets Bildung. International Issues in adult Education (pp. 73-83). Rotterdam: Sense Publishers.
- Finlay, L. (2009): Debating Phenomenological Research, Phenomenology & Practice, 3(1), 6-25.
- Friesen, N. (2017): The pedagogical relation past and present: experience, subjectivity and failure. The Journal of Curriculum Studies, 49(6), 743-756.
- Gallagher, S. (2012): Phenomenology. Houndmills: Palgrave Macmillan.
- Heinämaa, S. (2019): Epoché as a Personal Transformation: On the Similarities between the Philosophical Change of Attitude and Religious Conversions. Phänomenologische Forschungen, 2, 133-160.
- Husserl, E. (2001): Logical Investigations, Volume 1, trans. by J. N. Findlay. London: Routledge.
- Merleau-Ponty, M. [1945] (2009): Phenomenology of Perception, transl. by C. Smith. London: Routledge.
- Merleau-Ponty, M. [1948] (1964): Sense and Nonsense, trans. by H. L. Dreyfus and P. A. Dreyfus. Evanston, IL: Northwestern University Press.
- Meyer-Drawe, K. (2017): Phenomenology as a Philosophy of Experience – Implications for Pedagogy. In: M. Ammann, T. Westfall-Greiter & M. Schratz (Eds.), Erfahrungen deuten – Deutungen erfahren: Vignettes and Anecdotes as Research, Evaluation and Mentoring Tool. Erfahrungsorientierte Bildungsforschung, Vol. 3 (pp. 13-21). Innsbruck: StudienVerlag.
- Smith, D. W. (2018): Phenomenology. The Stanford Encyclopedia of Philosophy. Summer 2018 Edition (accessed 30 July 2021).
- Sokolowski, R. (2000): Introduction to Phenomenology. Cambridge: Cambridge University Press.
- Tanaka, S. (2015): Intercorporeality as a Theory of Social Cognition. Theory & Psychology, 25(4), 455-472.
- Van Manen, M. & Van Manen, M. (2021): Classic Writings for a Phenomenology of Practice. New York: Routledge.
- Waldenfels, B. (2011). Phenomenology of the Alien: Basic Concepts. Studies in Phenomenology and Existential Philosophy, trans. by T. Stähler and A. Kozin. Evanston: Northwestern University Press.
- Willat, C. & Buck, M. F. (2021): Studying as Embodied, Social, and Aesthetic Practice: A Phenomenological Critique. Philosophy and Theory in Higher Education 3(3), 121-132.
- Zahavi, D. (2019): Phenomenology: The Basics. London: Routledge.
Association in the course directory
DSE
Last modified: Fr 27.09.2024 17:26