scholarly journals Transition into teaching - The lived experience of De La Salle Lipa education graduates: A hermeneutic phenomenology

2014 ◽  
Vol 3 (5) ◽  
Author(s):  
Jose C Macatangay
Keyword(s):  
Lived Experience ◽  
Hermeneutic Phenomenology ◽  
Transition Into Teaching

Combining interpretative phenomenological analysis and existential hermeneutic phenomenology to reveal critical moments of managerial lived experience: a methodological guide

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Lenka Jedličková ◽  
Michal Müller ◽  
Dagmar Halová ◽  
Tereza Cserge
Keyword(s):  
Lived Experience ◽  
Interpersonal Relationships ◽  
Interpretative Phenomenological Analysis ◽  
Qualitative Method ◽  
Hermeneutic Phenomenology ◽  
Phenomenological Analysis ◽  
Content Type ◽  
Managerial Practice ◽  
Interpretative Framework ◽  
Critical Moments

PurposeThe purpose of this paper is to offer a complete guide to a qualitative method for capturing critical moments of managerial practice that combines interpretative phenomenological analysis (IPA) and existential hermeneutic phenomenology (EHP).Design/methodology/approachThis article is based on the findings of extensive research and describes in detail the specific steps that must be taken for complete replication of research. The research uses methods of IPA and critically develops the EHP framework with an emphasis on the analysis of interpersonal relationships.FindingsDepending on the testing of the research method in practice, the article evaluates the IPA-EHP method as suitable for the research on critical moments of managerial lived experience, considering the causes of the crisis.Originality/valueThis article is based on demand from academics who would like to use this method to analyse managerial practice. Especially now, at a time associated with a number of challenging events, such as the ongoing COVID-19 pandemic, qualitative research is gaining in importance, even in management science. The original interpretative framework based on the phenomenology of Fink and Patočka is appropriate in this respect.

Transformative Life Experience as a Glimpse Into Potentiality

2020 ◽  
pp. 002216782093748
Author(s):  
Pninit Russo-Netzer ◽  
Jonathan Davidov
Keyword(s):  
Data Analysis ◽  
Lived Experience ◽  
Conceptual Model ◽  
Life Experience ◽  
Hermeneutic Phenomenology ◽  
Common Features ◽  
Theoretical View ◽  
Depth Interviews ◽  
Phenomenological Exploration

Many clients cope with the consequences of transformative life experience (TLE) in psychotherapy. TLE often involves a radical, profound reorganization of or change in one’s life because of resulting formative, life-changing choices. Yet the essence of the mechanism people use to process and make sense of a TLE is unclear. This study is a phenomenological exploration of such experiences that aims to offer a heuristic theoretical view of how such change is constructed and played out. Data were collected through in-depth interviews with 120 adults who had coped with the consequences of a TLE. Data analysis was guided by a hermeneutic phenomenology paradigm that postulates that people account for their experience within the four existentials of temporality, spatiality, corporality (embodiment), and relationality. Those lifeworld existentials were utilized as a framework and lens through which to organize the data. This procedure was followed by a hermeneutical interpretation to identify common features of lived experience along all four domains of analysis with the purpose of constructing a conceptual model that illustrates the essence of change during TLE. Implications are considered for utilizing theoretical and applied insights from the model.

Having a Sibling With Schizophrenia: A Phenomenological Study

2006 ◽  
Vol 20 (3) ◽  
pp. 247-264 ◽  
Author(s):  
Alexia Barnable ◽  
Alice Gaudine ◽  
Lorna Bennett ◽  
Robert Meadus
Keyword(s):  
Health Care ◽  
Lived Experience ◽  
Health Care Providers ◽  
Phenomenological Study ◽  
Hermeneutic Phenomenology ◽  
Limited Attention ◽  
Care Providers ◽  
The Impact

Limited attention has been paid to experiences of individuals with siblings diagnosed with schizophrenia. The purpose of this article is to address this gap by exploring the impact of having a brother or sister with schizophrenia. The lived experience of 6 individuals with a sibling with schizophrenia was explored using van Manen’s (1997) Hermeneutic Phenomenology. Four themes were identified: struggling to understand, struggling with the system, caring for the sibling, and seeing beyond the illness. Health care providers need to re-evaluate current approaches for assisting individuals to cope with having a sibling with schizophrenia. Inclusion in the plan of care and recognition of their struggle is essential for individuals having a sibling with schizophrenia.

The Lived Experience of Physical Awkwardness: Adults’ Retrospective Views

2003 ◽  
Vol 20 (3) ◽  
pp. 279-297 ◽  
Author(s):  
David A. Fitzpatrick ◽  
E. Jane Watkinson
Keyword(s):  
Physical Activity ◽  
Lived Experience ◽  
Skill Development ◽  
Hermeneutic Phenomenology ◽  
Early Growth ◽  
Social Consequences ◽  
Structured Interviews ◽  
The Future ◽  
Past Experiences

The investigation explored 12 adults’ past experiences of physical awkwardness. Hermeneutic phenomenology, a descriptive and interpretative methodology, uncovered feelings and meanings associated with childhood reminiscences of physical awkwardness, from 18 semi-structured interviews. Findings focus upon four themes, namely: “failing and falling,” “hurt and humiliation,” “worrying and wondering,” and seeking ways of “avoiding awkwardness” in the future. A heightened awareness of the subjective lived experience of those who are awkward in physical activity and sport situations would alert teachers, coaches, and others of the potential emotional and social consequences associated with it and the need to address the problem of physical awkwardness, in particular, during early growth, maturation, skill development, and learning.

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.

scholarly journals Researching Lived Experience in Education: Misunderstood or Missed Opportunity?

2020 ◽  
Vol 19 ◽  
pp. 160940692094206
Author(s):  
Emma Farrell
Keyword(s):  
Education Research ◽  
Lived Experience ◽  
Hermeneutic Phenomenology ◽  
Phenomenological Research ◽  
Human Experience ◽  
Health Science ◽  
Hermeneutic Phenomenological ◽  
Similarities And Differences ◽  
Research In Education ◽  
Missed Opportunity

Phenomenological research approaches have become increasingly popular in fields such as psychology, nursing, tourism, and health science but remain underrepresented in education research. This is surprising given that education, a discipline founded on attending to, and building upon, the knowledge and experiences of others, can only benefit from the insights and explication of human experience offered by phenomenological research. One reason for its disfavor may be the oft-intimidating philosophy that underpins, and is critical to the application of, phenomenological approaches to research. This article provides an overview of some of the phenomenology’s key philosophical principles. It pays particular attention to transcendental and hermeneutic phenomenology, their key proponents, and tenets and outlines some similarities and differences between these two phenomenological lineages. Efforts to translate the philosophical principles of phenomenology into an approach to research are discussed, and examples of the application of transcendental and hermeneutic phenomenological approaches to education settings are explored. Once described as more a carefully cultivated thoughtfulness than a technique, phenomenology as a methodology is examined in terms of its trustworthiness and its potential to deepen our Understanding (with a capital U) of the experiences of others. This article acts as a theoretical handrail to support researchers’ first steps into this rich philosophical and theoretical terrain with a view to encouraging increased adoption of this approach to research in education settings.

The lived experience of people with intellectual disabilities in post-secondary or higher education

2018 ◽  
Vol 24 (3) ◽  
pp. 339-357 ◽  
Author(s):  
Deirdre Corby ◽  
Laurence Taggart ◽  
Wendy Cousins
Keyword(s):  
Higher Education ◽  
Intellectual Disabilities ◽  
Lived Experience ◽  
Qualitative Methodology ◽  
Hermeneutic Phenomenology ◽  
Post Secondary ◽  
Individual Interviews ◽  
Individual Participant ◽  
People With Intellectual Disabilities ◽  
Authentic Life

The transformational role education plays in the lives of people with intellectual disabilities has not been fully examined. The purpose of this study was to explore and investigate the meanings people with intellectual disabilities construct of their experiences in post-secondary and higher education. Heideggerian hermeneutic phenomenology was the qualitative methodology adopted for the study. Individual interviews were conducted with 27 people with intellectual disabilities and analysed in stages. These stages included the creation of I-Poems offering a unique opportunity for individual participant voices to be heard. Three core themes emerged to describe living an authentic life: learning (with the emphasis on increased skills, independence and opportunities); relationships (in particular, the importance of friendships), and perceptions including the existing realities of life for those with intellectual disabilities. The findings advance previous work highlighting the link between living a more authentic life and how education transforms how people with intellectual disabilities view themselves.

scholarly journals Understanding Youth’s Lived Experience of Anxiety through Metaphors: A Qualitative, Arts-Based Study

2021 ◽  
Vol 18 (8) ◽  
pp. 4315
Author(s):  
Roberta Lynn Woodgate ◽  
Pauline Tennent ◽  
Nicole Legras
Keyword(s):  
Psychological Distress ◽  
Data Analysis ◽  
Lived Experience ◽  
Hermeneutic Phenomenology ◽  
Lived Body ◽  
The Public ◽  
Lived Space ◽  
Visual Metaphors ◽  
Participatory Arts ◽  
Lived Time

Living with anxiety can be a complex, biopsychosocial experience that is unique to each person and embedded in their contexts and lived worlds. Scales and questionnaires are necessary to quantify anxiety, yet these approaches are not always able to reflect the lived experience of psychological distress experienced by youth. Guided by hermeneutic phenomenology, our research aimed to amplify the voices of youth living with anxiety. Fifty-eight youth living with anxiety took part in in-depth, open-ended interviews and participatory arts-based methods (photovoice and ecomaps). Analysis was informed by van Manen’s method of data analysis with attention to lived space, lived body, lived time, and lived relationships, as well as the meanings of living with anxiety. Youth relied on the following metaphors to describe their experiences: A shrinking world; The heavy, heavy backpack; Play, pause, rewind, forward; and A fine balance. Overall, youth described their anxiety as a monster, contributing to feelings of fear, loss, and pain, but also hope. The findings from this study can contribute to the reduction of barriers in knowledge translation by encouraging the use of narrative and visual metaphors as a communicative tool to convey youth’s lived experience of anxiety to researchers, clinicians, and the public.

scholarly journals Lived Experience of Women Suffering from Vitiligo: A Phenomenological Study

2015 ◽  
Author(s):  
Leili Borimnejad ◽  
Zohreh Yekta ◽  
Alireza Nasrabadi
Keyword(s):  
Body Image ◽  
Data Analysis ◽  
Lived Experience ◽  
Phenomenological Study ◽  
Cultural Beliefs ◽  
Hermeneutic Phenomenology ◽  
Psychosocial Problems ◽  
Chronic Skin ◽  
Purposive Sample ◽  
Chronic Skin Disease

Vitiligo is a chronic skin disease, which through change of appearance and body image, exerts a devastating effect on people, especially women. The objective of this study is to explore lived experience of women with Vitiligo by the hermeneutic phenomenology method. The purposive sample consisted of 16 Iranian women. Data analysis followed Diekelmann, Allen, and Tanner (1989). The results showed four main themes: (1) Perceiving myself in a different light; (2) Vitiligo: Worry about others’ perceptions; (3) Vitiligo, Being influenced by cultural beliefs; and (4) Accepting and fighting the disease; Variations in experiences of living with Vitiligo. The women affected with Vitiligo during their marriage-ready years face various psychosocial problems such as rejection by associates, isolation, divorce, and forced choice of a single life.

scholarly journals Poem as/and Palimpsest: Hermeneutic Phenomenology and/as Poetic Inquiry

2021 ◽  
Vol 20 ◽  
pp. 160940692110530
Author(s):  
Emma Green ◽  
Margot Solomon ◽  
Deb Spence
Keyword(s):  
Lived Experience ◽  
Meaning Making ◽  
Hermeneutic Phenomenology ◽  
Human Existence ◽  
Philosophical Foundation ◽  
Poetic Inquiry ◽  
Qualitative Approaches ◽  
Ways Of Thinking

Concerned with meaning-making and uncovering what the experience is like, hermeneutic phenomenology offers a way to understand shared, interconnected and embodied human existence. Poetry and poetic inquiry provide a powerful way to present nuanced, rich understandings, allowing space for play and ambiguity, revealing fresh and surprising ways of thinking about phenomena. Hermeneutic phenomenology often turns to the poetic for a suitably evocative language capable of bringing forth the richness and nearness of lived experience. Poetic inquiry, in turn, draws its nourishment from the foundational roots of hermeneutic phenomenology; however, this is often less obvious to the neophyte researcher. The paper provides an introduction to phenomenology and hermeneutics, showing how these qualitative approaches lend themselves to each other, and makes explicit a philosophical foundation for poetic inquiry. Whilst methodological frameworks provide vital scaffolding for researchers, they can become rigid; poetry can help researchers flex outside and around more established ways of thinking and writing. Together, hermeneutic phenomenology and poetic inquiry unsettle and disrupt familiar ways of doing, being and seeing our world, allowing the unexpected to emerge and bringing forth new potential understandings.

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