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Researching Lived Experience, Second Edition


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Preface Preface to the 2nd Edition 1. Human Science Introduction Why Do Human Science Research? What Is a Hermeneutic Phenomenological Human Science? What Does it Mean to Be Rational? What a Human Science Cannot Do Description or Interpretation? Research-Procedures, Techniques, and Methods Methodical Structure of Human Science Research 2. Turning to the Nature of Lived Experience The Nature of Lived Experience Orienting to the Phenomenon Formulating the Phenomenological Question Explicating Assumptions and Pre-understandings 3. Investigating Experience as We Live It The Nature of Data (datum: thing given or granted) Using Personal Experience as a Starting Point Tracing Etymologjcal Sources Searching Idiomatic Phrases Obtaining Experiential Descriptions from Others Protocol Writing (lived-experience descriptions) Interviewing (the personal life story) Observing (the experiential anecdote) Experiential Descriptions in Literature Biography as a Resource for Experiential Material Diaries, Journals, and Logs as Sources of Lived Experiences Art as a Source of Lived Experience Consulting Phenomenological Literature 4. Hermeneutic Phenomenological Rel1ectlon Conducting Thematic Analysis Situations Seeking Meaning What Is a Theme? The Pedagogy of Theme Uncovering Thematic Aspects Isolating Thematic Statements Composing Linguistic Transformations Gleaning Thematic Descriptions from Artistic Sources Interpretation through Conversation Collaborative Analysis: The Research Seminar/Group Lifeworld Existentials as Guides to Reflection Determining Incidental and Essential Themes 5. Hermeneutic Phenomenological Writing Attending to the Speaking of Language Silence-the Limits and Power of Language Anecdote as a Methodological Device The Value of Anecdotal Narrative Varying the Examples Writing Mediates Reflection and Action To Write is to Measure Our Thoughtfulness Writing Exercises the Ability to See The Write is to Show Something To Write is to Rewrite 6. Maintaining a Strong and Oriented Relation The Relation Between Research/Writing and Pedagogy On the Ineffability of Pedagogy "Seeing" Pedagogy The Pedagogic Practice of Textuality Human Science as Critically Oriented Action Research Action Sensitive Knowledge Leads to Pedagogic Competence 7. Balancing the Research Context by Considering Parts and Whole The Research Proposal Effects and Ethics of Human Science Research Plan and Context of a Research Project Working the Text Glossary Bibliography Index

About the Author

Max van Manen is emeritus Professor in Research Methods, Pedagogy and Curriculum Studies in the Faculty of Education at the University of Alberta and Adjunct Professor at the University of Victoria, Canada. He is the leading proponent of the practice and meaning of phenomenological inquiry in pedagogy, psychology, health science, and the human sciences. He is author of numerous books on phenomenology and on pedagogy, including Pedagogical Tact , (2015) Phenomenology of Practice (2014), The Tact of Teaching (1991), and The Tone of Teaching (2002) and has had his books translated into nine languages. He has also authored over 100 articles and chapters on pedagogy, health science, qualitative research methods, and phenomenology. He founded the journal Phenomenology and Pedagogy and developed the website PhenomenologyOnline. He is recipient of the Lifetime Achievement Award by the Curriculum Division of the American Educational Research Association among numerous other awards and distinctions.

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