analysis of pedagogy focusing on van manen’s qualitative … · phenomenology is the project of...

Asian Journal

of Research in

Social Sciences

and

Humanities Asian Journal of Research in Social Sciences and Humanities Vol. 4, No. 11, November 2014, pp. 273-284.

ISSN 2249-7315

273

www.aijsh.org

Asian Research Consortium

Analysis of pedagogy focusing on Van Manen’s qualitative research method of phenomenology

Abbas Mohammadia, Abbas Shekarib, NoorALi Banarc, Zahra Gholamhosein Ajilid

a Member of faculty in Payame Noor University (PNU)

b Member of faculty in Kashan University c M.A graduated of Educational Management in Science and research University

d Instructor of Payame Noor University (PNU) DOI NUMBER-10.5958/2249-7315.2014.01053.3

Abstract

The objective of present study is analyzing the knowledge fundamentals of qualitative research method of phenomenology focusing on Van Manen viewpoint on pedagogy. Results indicated that phenomenology as a qualitative research method attempts an individual to clear the meaning and concept of a phenomenon in his life by removing some layers of influencing, moral, intellectual, social and cultural factors that he faces. Phenomenologist researcher using phenomenological elements and stages for understanding the pedagogical researches instead of detecting the unknowns seeks for presenting an unclear and implicit meaning of a phenomenon in consideration of truth and reality of that phenomenon.

Keywords: Phenomenological Research, Pedagogy, Life Experiences, Qualitative Research.

1. Introduction

In general, academic researches are divided in three quantitative, qualitative and experiemntal types (Mehrmohammadi, 2008:18). In the meanwhile, qualitative approach is an effort for non-quantitative description of situations, events and small social groups according to the details. In addition, this approach provides an interpretation and explanation of meanings given by humans to their life and events in normal and common situations. It is assumed that social interaction forms an interwoven generality of relationships that are perceived by induction. According to this research, quantitative methods are not

Mohammadi et al. (2014). Asian Journal of Research in Social Sciences and Humanities,

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adequate for understanding the human phenomena and this approach essentially takes the characteristics of mind observing the human behaviors into consideration (Shekari & Hosseinpour, 2011:65).

Phenomenology is one of qualitative researches therein it is attempted an individual to clear the meaning and concept of a phenomenon in his life by removing some layers of influencing, moral, intellectual, social and cultural factors that he faces. The phenomenologist researcher doesn’t intend to produce new knowledge and information, but seeks for presentation of unclear and implicit meaning of a phenomenon considering to its truth and reality. Phenomenology is an interpretative inquiry that focuses on human perception and experience. According to Painar (2004), this research studies on human perception of different people separately and investigates the results and descriptions of these perceptions as appeared in the experience of people directly.

Giorgio (2004) believes that phenomenology is originated from philosophy and seeks for research and direct consciousness of experiences and observations or in other word of phenomena that are experienced directly by us. Hence, the phenomenologist attempts to describe the natural or intrinsic structures of these phenomena to release himself from defaults and predictions and provide a manner for describing the phenomena and style for intuiting the intrinsic meanings and so the phenomena may be defined as reality.

As the viewpoint of Shekari & Hosseinpour (2011), a researcher in the phenomenological inquiry attempts to understand the first meaning and concept of phenomena without any manipulation and effect and influence thereon and ultimately to describe what acquired through his direct experiences without any barrier, to his addressees, by the theoretical concepts.

According to Barkhordari & Bagheri (2012), a phenomenological inquiry focusing on the consciousness and contextual meaning thereof intends to answer this question that “what is the meaning of a specific behavior?”. Upon applying a phenomenological inquiry, the researcher doesn’t understand the exact meaning of word, but one of meanings that may be achieved from phenomenological approach is placing the science in a position that arising thereof i.e. life world.

One of the most important achievements of phenomenological inquiry for pedagogical researchers and officials is that upon adopting the specific methods provide the requirements for closer and more tangible communication with respective pedagogical phenomena in the pedagogical studies and as a result of understanding of this communication and perform more effective actions for improvement of pedagogical relations.

Considering the importance of phenomenological inquiry, in this paper, we intend to analyze the phenomenological inquiry in pedagogy from the viewpoint of Van Menen that is one of experts of phenomenology in pedagogy and curriculum. In addition, intends to analyze and explain the characteristics of qualitative phenomenological method and its elements and practical application generally in pedagogy and particularly in curriculum.


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2. Methodology

This study has been applied using documentary analysis based on descriptive approach. The population consisted of books, articles, theses and primary and secondary references related to the discussion. Data was collected by noting and then analyzed.

In consideration of objectives and nature of present study, research method is qualitative and a phenomenological study. According to the goals that researchers sought for them, the answer of questions was collected from written experiences of people, because the strongest information is provided through phenomenological inquiry.

Questions

1- What are the knowledge fundamentals of pedagogic phenomenological qualitative inquiry and its elements?

2- What are characteristics of pedagogic phenomenological qualitative inquiry from the viewpoint of Van Manen and its executive stages in pedagogy?

3- What is practical application of Van Manen’s qualitative phenomenology generally in pedagogy and particularly in curriculum?

3. Results

First question:

1- What are knowledge fundamentals of pedagogic phenomenological qualitative inquiry and its

elements?

a. Knowledge fundamentals of phenomenological inquiry In the light of lexicology, phenomenology includes study or recognition of phenomenon (Dartig quoted by Barkhordari & Bagheri, 2012:123). In this method, clarification of a part of existence that offers itself through experience with full certainty is feasible, because this method tries to reveal the meanings so as are applied in the routine life. Poling Horn (1989) assumes attention to lived experience as effort for understanding or perceiving the meaning of human experience-as lives- that focuses on surveying the truth in experience and claims that it shows the nature of human consciousness and phenomena to us (Danaeefard et al, 2012:156). Yanowa (2006) believes that phenomenology describes the meanings of a concept or phenomenon from the viewpoint of some people and based on their lived experiences about that case, therefore seeks for understanding the common experiences of some people. In addition, Priost (2002) claims that the people who really spend their life along with the studied phenomenon are the sole rightful source of data that researcher relying thereon can reach to the truth of that phenomenon. Also, Demarrais (2002) believes that phenomenology aids to deeper perception of nature and meaning of daily experiences and phenomenology asks: “what is this experience and resembles what?” Georchi (2004) states that phenomenology is an oriented research method that allows the researcher to seeks for an unpredicted and unexpected meaning and concept of a phenomenon with an open view. Alvani (2009) deems phenomenology as a scientific context and believes that


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this science intends to get familiar with the problems of human and world from the perspective of human (his eye and mind) and a certain knowledge is achieved through experience of mind, thought and emotion. Rapport-Wainwright (2006) has introduced it as data collection style and one of observation methods, and Creswell (2007) defined it as a theory (a special system that a subject to be searched within its framework). But, Van Manen (1991) assumes phenomenological inquiry as a research method and qualitative and analytical attitude to a specific research subject. As his perspective, phenomenology is not examination and analysis of hypotheses, but finding people who think on what they see and includes people who permanently search. The essence and basis of experience is teaching, imaging, perceiving, remembering and thinking etc. about something. Accordingly, academic researches are divided in three quantitative (experimental, statistical and survey), qualitative (interpretive, expressive and perceptional) and combinational types (combined experimental and interpretative). And qualitative approach is an effort for non-quantitative description of situations, events and small social groups according to the details, as well as an effort for presenting an interpretation and explanation of meanings given by humans to their life and events in normal and common situations (Mehrmohammadi, 2008:18). According to Willes (1998), due to the aforesaid reasons, there are a group of phenomenological subjects and methodologies that as the viewpoint of Van Manen that their objective in phenomenological inquiry is explicit explanation and identification of phenomenon so as are understood by the people in a specific situation. Hence, the major and basic principle in phenomenology is approaching to the own things (Gronwald, 2004:4).

Accordingly, phenomenology is raised as a qualitative research method therein phenomenology attempts an individual to clear the meaning and concept of a phenomenon in his life by removing some layers of influencing, moral, intellectual, social and cultural factors that he faces. Phenomenologist researcher doesn’t intend to produce the new information and knowledge, but seeks for presenting an unclear and implicit meaning of a phenomenon in consideration of truth and reality of that phenomenon. According to Van Manen, phenomenology is a form of sensory action that is arising out of phenomenological reflection ability. Recognition of sensation nature in our practices encountering the others, and ways our body responds the objects of our world and conditions and relations and what we ourselves understand. Phenomenological action is a moral amendment in technological and calculative method of contemporary life (Van Manen, 2007). Phenomenology deals with human and not objects, therefore takes effort to introduces the human as a perfect existence together with a collection of past experiences, personality, attitude, beliefs and exclusive values that lives in a world full of experiences that are affected by cultural and sociopolitical factors (Van Manen, 1991).

Therefore, this science asks us to view the world from direct and immediate routine experiences’ perspective, seek for consciousness and understand the meaning of world so as its meaning is manifested in the existence. In addition, it is a regular effort for precise and correct perception of experience. As our viewpoint, such an effort is really converted to a complex phenomenon, yet it is very flexible in the investigations but is very deep and universal. Phenomenology is the project of conscious reflection of human’s lived experience,


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means that reflection of experience must be thoughtful, possible, free of theory, orientation and irrational imaginations (Van Manen, 2007).

In general, in phenomenological inquiry, the researcher attempts to understand the first meaning and concept of phenomena without any effect and influence thereon and ultimately describes what earns through direct experiences without any barrier, to his addressees by means of theoretical concepts. Therefore, Dallalba (2009) believes that we have forgotten our human life and existence, thus the cause for success of phenomenological theory is allowance to see what hide themselves from our view and shows the deep meaning of world to us.

Phenomenology is a scientific context and this science intends to get familiar with the problems of human and world from the perspective of human (his eye and mind) and a certain knowledge is achieved through experience of mind, thought and emotion. Consequently, phenomenological inquiry is propounded as a research method, qualitative and analytical attitude to a specific research subject as well as phenomenology as a data collection style and one of observation methods, and also as a theory (a special system that a subject to be searched within its framework). Their purpose in phenomenological inquiry is explicit explanation and identification of phenomena so as are understood by the people in a specific situation.

b. Phenomenological elements for perception of pedagogical researches are as follows: So, the phenomenologist after understanding the meaning and concept of phenomena describes what acquired through his direct experiences without any barrier by the theoretical concepts and according to the following elements: 1- Live world: This is the same world of life experiences that we live therein with all

accepted attitudes. Van Manen Prof. that is a global leader in the humanistic research methods in his last notes of philosopher Selrez defines the meaning of live world as direct experiences.

2- Lived experience: Lived experiences don’t encounter us in perceptional or understanding subjects, but reality of lived experiences are valuable for us, because reflect the consciousnesses and thoughts that incorporated in us by the various senses. Lived experiences are available in the live world and at the center of phenomenology and phenomena and realities should not be investigated and searched without it. Van Manen in a study with the same subject-lived experiences- states that “Lived experiences is the beginning and ending point of phenomenological inquiries” (Van Manen, 1997:184).

3- Consciousness: One of the major concepts that have been considered by all phenomenologists is consciousness. Bernstein (1976) explains that this concept not only includes our self or conscious but also includes the nature and temperament of our consciousness of ourselves and live world and relationships between the consciences. Furthermore, according to Georgia (2004), what exists and offers itself in the live world is a part of a person’s consciousnesses that refers thereto in his thoughts and speeches and existence of that thing is certified by consciousnesses of that person. In phenomenological method, exploration of a person’s consciousnesses in real environment that studied phenomenon located therein is the first stage of research,


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whilst the purpose and intent is the most essential part of consciousness structure. As the viewpoint of Tavasoli (2009), for recognition we must begin from conscious that is fully consisted of relationship between a meaningful action and an object. Consciousness is origin of all existences and cause of communication between all existences with each other.

4- Intentionality: Van Manen (2002) defines intentionality as integral part of human activities and for further explanation, quotes from Merloponti that “the world is clear for us as it exists and so existed formerly”. All reflections are raised under a subject and any action is performed on something, therefore according to Georgia (2004), always there is a goal or subject as the main core of a thought or action that makes all human activities oriented and purposeful.

5- Reducation: Merloponti deems reduction in thought as an action for facilitating the contemplation about phenomena in their real world. Van Manen for completing his definition introduces four stages for reduction towards better understanding of phenomena as the default including as follows: 1- Feeling of wonder and amazing encountering a phenomenon; 2- Dominating over the private and personal emotions, preferences, wills and

expectancies; 3- Omitting the theories, subjects and concepts that enhance the quality of qualitative

inquiry; 4- Detecting the prominent features in the background of research subject for finding

the general nature of its meaning and intent. The phenomenologist researcher by means of reduction determines the nature of phenomena and researcher leads the research by direct intuition.

6- Essence: In phenomenology, essence of a thing is its main meaning that pertains thereto prior to cultural and social meanings. Van Manen (1999) believes that essence is something that is raised responding what exists. To understand the essence of studied subject, researcher reduces his thoughts about the phenomenon. When we search for the lived experiences in the live world, enter the phenomenon in our consciousness and get aware of its intent and purpose by intentionality. We attempt to understand the nature and essence of phenomenon through reduction by direct concepts and hypotheses. These interconnected rings incorporate the phenomenology chains.

Second question:

Characteristics and executive stages of pedagogic phenomenological inquiry from the viewpoint of Van

Manen:

a. Characteristics of pedagogic phenomenological inquiry: According to the applied studies, following characteristics may be considered for pedagogic phenomenological inquiry: 1- First: understanding common pedagogical experiences of some people; 2- Second: reduction of pedagogical thoughts for perceiving the nature of studied subject; 3- Third: detecting the unclear and implicit meaning of a pedagogical phenomenon;


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4- Fourth: describing the meaning of a concept or phenomenon from the viewpoint of some people and based on lived pedagogical experiences. The foregoing is assumed as characteristics and final result of pedagogic phenomenological qualitative inquiry.

b. Executive stages of pedagogic phenomenological qualitative inquiry: Van Manen (1997) proposed stages for applying phenomenological qualitative inquiry as follows: 1- The subject of phenomenological qualitative inquiry is consulting for better recognition of

phenomenon interested by us; 2- Analyzing the thoughts and ideologies about researched phenomenon is next stage; 3- Contemplating essential elements that describe the studied phenomenon; 4- Describing the studied phenomenon using writing and rewriting is necessary for

phenomenological qualitative inquiry; 5- Investigating a strong and oriented training relationship about the phenomenon is necessary for

phenomenological qualitative inquiry; 6- Keeping the balance of research text in consideration of its total and partial parts forms the last

stage of phenomenological qualitative inquiry. Third question:

Practical application of Van Manen’s qualitative phenomenology generally in pedagogy and

particularly in curriculum Max Van Manen is one of the experts of phenomenology in pedagogy and curriculum. As his perspective, phenomenology means studying different aspects of learning and teaching that is experienced by people in the real world. Doubtless, today Van Manen is deemed as a prominent expert and global leader in the research through humanities that has had an effective performance in formulation and development of research methods particularly in relation to lived world. His writings have extended the context of pedagogical researches understanding. About three decades, he took all his effort for study on perception and experiment of human as a substitute and alternative for paradigms borrowed from natural sciences for study and learning of children and their education. Van Manen (2009) defines pedagogy as an academic field and action and reaction so that on one hand the teachers attempt for luck and happiness of children and on the other hand it is assumed as a self-thinking and thoughtful activity. Pedagogy only refers to the purposeful activities and interactions that are oriented in connection with an adult and learner for his existence and with the purpose of positive and effective changes. Thus, phenomenology is not examination and analysis of hypotheses, but finding people who think on what they see and includes people who permanently search. The essence and basis of experience is teaching, imaging, perceiving, remembering and thinking etc. about something. Necessity of Van Manen phenomenology is continuous beginning of something new and return to the live world and pedagogy leads us to the developed and stable behavior to the children and students. According to Van Manen (2001), phenomenology assumes the live world as pedagogy and this is a truth in the lived experience of situations means where pedagogy is present at the life of children and parents. But how do we analyze the pedagogy? How we know that pedagogy is effective in the life of teachers based on their capability, effectiveness and competence and values they serve. In addition, education using contemporary political perspectives affects determination of educational goals and it encourages the teachers to focus majorly on students that are outputs of education (Barghi, 2010:139).


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As the viewpoint of Aukey (2004), one of important subjects that should be analyzed in pedagogy is curriculum that as lived experience includes real world in curriculum as what lived and students and teachers have experienced it, i.e. living and face-to-face contact to each one of students that have unique interests, capabilities and characteristics. In fact, this is what neglected in the curriculum. In this study, curriculum is concerning lived experience of learner than focus on cognitional, realistic and metaphysic problems. As the subject of phenomenology, learner’s routine life experience is assumed as main information resources of curriculum (Ghaderi, 2004:122). Van Manen deems the strong, rich and deep oriented characteristics necessary for the curriculum and talks certainly about selection or planning or organization of learning experiences. For this purpose, curricular content in addition to cognitive meaning must include non-cognitive meaning or excellent meaning. Moreover, poem, music and painting as arts providing excellent meaning are very important and curriculum instead of transferring the meaning from peripheral world to the learner’s mind focuses on reflection of learner’s experiences. The learners are granted opportunities for contemplating or reflecting their thoughts which are formed based on personal experiences of the world. Knowledge to self is the most important type of knowledge and routine and intrinsic experience is basis for selecting the curriculum (Barghi, 2010:140). Furthermore, Gaderie (2004) stated that Van Manen defined pedagogy as process of care, compassion and sharing our existence with someone we loved in. This subject raises the necessity of deep relationship between nature of teaching and valed budan, a relationship that has been taken into notice rarely. Marofi (2007) declared that phenomenology of Van Manen doesn’t include teaching action but being and the teacher not only seeks for recognition of curriculum subject as identification subject, but also seeks for recognition of learners as recognizer. Teaching is a source of experiences which relies on perceptions and quality controls, an intuitional or creative activity which seeks for unpredicted results and teaching is a process therein learning motivations are led. According to Marsh (2009), a teacher can ask himself why would like to be teacher? And this is phenomenology that aids him to think of situations consciously and respond them, so the teacher is converted to an agent and leader that is very effective on development of attitudes and motives of students. Van Manen opinioned that “An action that specifies the tangible experiences between teacher and students in educational environments may be not based on the thought in the meaning of thoughtfully decision-making, nonetheless this action must benefit from thought. I call the same capability of doing thoughtful action as educational tact (Van Manen, 1991:100). Nevertheless “phenomenology is a student- and problem-oriented approach and teachers and instructors deal with children that have varied experiences and different background and status and soon these interests and fitness reveal themselves in the activities (Koshtiaray, 2009:65). Van Manen based on phenomenological viewpoint emphasizes on renovation of curriculum for needing an opportune mutual understanding and considerably focuses on proportion of pedagogical activities to the learners’ need, because innovations will be appropriate only when are planned and applied in the intellectual and practical paradigms based on innovation. Moreover, this theory offers the conditions for incorporation and extension of learning situations or an indicator for achieving to consciously perception and interaction between people. The value of Van Manen’s work is revealed when it is confirmed that personal life world of a person is recognized as general knowledge of routine experiences, because this confirmation offers a solution for studying the descriptions on others’ life world. Van Manen (1991) believes that pedagogical activities must be adjusted so that deprive and separate us from understanding and perceiving the pedagogical relationships. Our separation from plenty of variables existing in the student world converts our activities in the research and teaching context to sophisticated, artificial and


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illusory actions. Accordingly he proposed to make changes in the insight of initial imaginations of teachers, students and other officials involved in pedagogical process. According to Van Manen, curriculum is the subject of transpersonal communications and interaction that must be led according to the conventional criterion of discovery method or consciously perception. Van Manen introduces two risks in the common topics of pedagogical context including forget and negligence of communication between adults and children and transferring problems to pedagogical contexts that obstruct thinking for being and pedagogy shows us the excellent bases that we must rely thereon in the educational life.

Table 1: Effect of phenomenological inquiry on pedagogy as the viewpoint of Van Manen Educational factors Description of Van Manen’s phenomenological inquiry functions Pedagogy Phenomenology assumes the lived world as pedagogy. Curricular content Routine experience and intrinsic experience is basis for selection of curriculum and is

proportional to the need of learners. Teacher He/she has the role of agent and leader for development of attitudes and motivations of

students and must underlie for serious challenges in class and curriculum to help learner for achieving to positive and useful experiences.

Student It is appropriate to research problem-oriented, self-leading, self-discovering and flexible. Educational problems Negligence of communication between adults and children and transferring problems to

pedagogy context that avoid thinking. Teaching method Teaching is assumed as an intuitional and creative activity and is a process therein learning

motivations are led. Evaluation Evaluation is applied based on lived experience.

4. Discussion & Conclusion

Whereas Van Manen is one of experts of humanistic phenomenology particularly in pedagogy and curriculum and could act very effectively using phenomenological doctrines in relation to formulation and development of research method particularly in relation to lived world, in this study we analyzed research in pedagogy focusing on Van Manen’s phenomenological qualitative method. The results indicate that phenomenology is raised as a qualitative research method and objective of phenomenological research is explicit explanation and identification of phenomena so that to be perceived by people in specific situation. For this purpose, phenomenologist researcher using phenomenological characteristics, elements and stages for understanding the pedagogical researches instead of detecting the unknowns seeks for presenting an unclear and implicit meaning of a phenomenon in consideration of truth and reality of that phenomenon. According to the applied study, Van Manen’s phenomenological elements are related to understanding the educational researchers including live world, lived experiences, consciousness, intentionality and reduction and its stages are formed based on selection of subject, analysis of thoughts and thinking about its essential elements, description and investigation of phenomenon and incorporating an oriented relationship and keeping the balance of research text in consideration of its various factors and characteristics including understanding of common pedagogical experiences, thoughts reducation, detecting the implicit meanings and describing the meanings of a


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phenomenon based on lived pedagogical experiences. Pedagogical phenomenology assumes the life world as pedagogy and ultimately what researcher or learner achieves through direct experiences can describe to his addressees without barriers by theoretical concepts.

Table 2: Analysis of pedagogical elements, stages, characteristics and components of Van Manen’s phenomenological research

Phenomenological elements

Executive stages Essential characteristics Main elements of Van Manen in pedagogy

Life world Selection of subject Understanding the common pedagogical experiences

Teacher: leader and agent

Lived experiences Analysis of thoughts and thinking about essential elements

Reduction of pedagogical thoughts

Content: in compliance with intrinsic experience and proportional to learner need

Consciousness Description and investigation of phenomenon

Detecting the implicit meanings of a phenomenon

Teaching: intuitional and creative activity and leading the learner

Intentionality Incorporating an oriented communication

Describing the meanings of a phenomenon based on lived pedagogical experiences

Student: research-oriented, self-leader and flexible

Reduction Keeping the balance of research text in consideration of factors

Evaluation: lived experience is evaluation criterion

In this study, when the topic of lived experience is raised, the intent is not introducing the personal experience as sole determinant source of reality and instead of focus on and attention to different problems, only the effect of personal experience is emphasized and validated absolutely. The purpose is achieving points upon recognizing the personal experiences and attention to teaching and learning process from phenomenological perspective to increase the influence and effect of this method on learners which results in deep and fundamental learning and ultimately, it provides self-thinking. Pedagogy based on qualitative inquiry emphasizes on this point that learning is something more than collecting the information and realities and learning based on this method may influence the attitude and personality of people, moreover experience is internalized. Always, main question in pedagogical process is that how pedagogy can affect the human performance and valuable cultural performance and under which conditions these learning may be institutionalized? To answer these questions, all actions must focus on equipping the teachers to teaching design skill and evaluation in the progress of teaching and confronting learners, and educational activity requires a structure to provide the critical thought and requirements for insight and self-thinking in learners. This method has been considered rarely and neglected in pedagogy.


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