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Cognitive Phenomenology

Tracking the Microtonality in/of Learning

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Hermeneutic Phenomenology in Education

Part of the book series: Practice of Research Method ((PRM,volume 4))

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Abstract

How might I investigate phenomena of knowing and learning relevant to everyday school (mathematics and science) contexts? How might I do it knowing that the principle audience of my research consists of individuals steeped in classical (constructivist) epistemology and methodology? How might I conduct phenomenological research on knowing and learning phenomena without risking the charge of introspection and navel gazing in the context of my research community, where members are suspicious when they hear the word phenomenology? Although there has been a historical reticence to admit phenomenology as a method and topic, over my career I have been able to assist some teacher colleagues with reports that could be considered phenomenological.

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Authors
  1. Wolff-Michael Roth
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Editor information

Editors and Affiliations

  1. Thompson Rivers University, Kamloops, Canada

    Norm Friesen

  2. School of Education, Psychology and Sport Science, Linnaeus University, Växjö, Sweden

    Carina Henriksson

  3. School of Education, NLA University College, Bergen, Norway

    Tone Saevi

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© 2012 Sense Publishers

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Roth, WM. (2012). Cognitive Phenomenology. In: Friesen, N., Henriksson, C., Saevi, T. (eds) Hermeneutic Phenomenology in Education. Practice of Research Method, vol 4. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-834-6_5

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