Hermeneutic Phenomenology Meets Transformative Learning

Epistemological and Methodological Issues
  • Giuseppina D’Addelfio
Part of the International Issues in adult Education book series (ADUL)


The research methods that have been employed in the latest studies on transformative learning are several. This diversity can be considered as a strength insofar as each method, with its underlying philosophy of research, has contributed to the enhancement of transformative learning, namely disclosing new insights.


Adult Education Human Science Research Paradigm Transformative Learning Interpretative Phenomenological Analysis 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Bellingreri, A. (2011). Pedagogia dell’attenzione. Brescia: La Scuola.Google Scholar
  2. Bertolini, P. (1988). L’esistere pedagogico: Ragioni e limiti di una pedagogia come scienza fenomenologicamente fondata. Firenze: La Nuova Italia.Google Scholar
  3. Bruzzone, D. (2012). Lo sguardo fenomenologico e l’enigma della formazione. Milano: FrancoAngeli.Google Scholar
  4. Bulpitt, E., & Martin, P. J. (2005). Learning about reflection from the student. Active Learning in Adult Education, 6(3), 207–217.CrossRefGoogle Scholar
  5. Collins, M. (1984). Phenomenological perspective: Some implication for adult education. In S. Merriam (Ed.), Selected writings on the philosophy of adult education (pp. 179–189). Malabar, FL: Krieger.Google Scholar
  6. Crotty, M. (1996). Phenomenology and nursing research. South Melbourne: Churchill Livingstone.Google Scholar
  7. Dahlberg, K. (2006). The essence of the essence: The search for meaning structures in phenomenological analysis of lifeworld phenomena. International Journal of Qualitative Studies on Health and Well-Being, 1, 11–19.CrossRefGoogle Scholar
  8. Dall’Alba, G. (2010). Exploring education through phenomenology. Oxford: Wiley-Blackwell.CrossRefGoogle Scholar
  9. Depraz, N., Varela, F., & Vermesch, P. (2003). On becoming aware: A pragmatics of experiencing. Amsterdam: John Benjamin Publishing Company.CrossRefGoogle Scholar
  10. Ettling, D. (2012). Educator as change agent: Ethics of transformative learning. In E. W. Taylor & P. Cranton (Eds.), The handbook of transformative learning: Theory, research, and practice (pp. 536–551). San Francisco, CA: Jossey-Bass.Google Scholar
  11. Finlay, L. (2005). Reflexive embodied empathy: A phenomenology of participant-research intersubjectivity. Methods Issue: The Humanistic Psychology, 33(4), 271–292.Google Scholar
  12. Finlay, L. (2008). A dance between the reduction and reflexivity: Explicating the “phenomenological psychological attitude”. Journal of Phenomenological Psychology, 39(1), 1–32.CrossRefGoogle Scholar
  13. Friesen, N., Henrikson, C., & Saevi, T. (Eds.). (2012). Hermeneutic phenomenology in education: Method and practice. Rotterdam-Boston-Taipei: Sense Publishers.Google Scholar
  14. Gadamer, H.G. (1975). Truth and method. New York, NY: Seabury.Google Scholar
  15. Guba, E., & Lincoln, Y. (1994). Competing paradigms in qualitative research. In Handbook of qualitative research (2nd ed., pp. 105–117). Thousand Oaks, CA: Sage.Google Scholar
  16. Hallig, S. (2008). Intimacy, transcendence, and psychology: Closeness and openness in everyday life. New York, NY: Palgrave Macmillan.CrossRefGoogle Scholar
  17. Heidegger, M. (1967). Being and time. Oxford: Wiley-Blackwell.Google Scholar
  18. Heidegger, M. (1978). Letter on humanism. London: Routledge.Google Scholar
  19. Husserl, E. (1964). The idea of phenomenology. The Hague: Martinis Nijhoff.Google Scholar
  20. Husserl, E. (1982). Ideas pertaining to a pure phenomenology and to a phenomenological philosophy. First Book. The Hague: Martinus Nijhoff.CrossRefGoogle Scholar
  21. Husserl, E. (1991). On the phenomenology of internal time-consciousness. Bloomington, IL: Indiana University Press.CrossRefGoogle Scholar
  22. Lange, E. (2004). Transformative and restorative learning: A vital dialectic for sustainable societies. Adult Education Quarterly, 54, 121–139.CrossRefGoogle Scholar
  23. van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. London, Ontario, Canada: The State University of New York Press.Google Scholar
  24. van Manen, M. (2007). Phenomenology of practice. Phenomenology & Practice, 1(1), 11–30.Google Scholar
  25. McKenzie, L. (1991). Adult education and worldview construction. Malabar, Florida: Krieger.Google Scholar
  26. Merleau-Ponty, M. (1962). Phenomenology of perception. London: Routledge.Google Scholar
  27. Mezirow, J. (1997). Transformative learning: Theory to practice. New Direction for Adult and Continuing Education, 74, 5–12.CrossRefGoogle Scholar
  28. Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education, 1(1), 58–63.CrossRefGoogle Scholar
  29. Mezirow, J. (2012). Learning to think like an adult: Core concepts of transformation theory. In E. W. Taylor & P. Cranton (Eds.), The handbook of transformative learning: Theory, research, and practice (pp. 73–95). San Francisco, CA: Jossey-Bass.Google Scholar
  30. Mortari, L. (2009). Ricercare e riflettere: La formazione del docente professionista. Rome: Carocci.Google Scholar
  31. Mortari, L., & Tarozzi, M. (Eds.). (2010). Phenomenology and human research today. Bucarest: ZetaBook.Google Scholar
  32. Ricoeur, P. (1974). Conflict of interpretations: Essays in hermeneutics. Evanston, IL: Northwestern University Press.Google Scholar
  33. Ricoeur, P. (1991). From text to action: Essay in hermeneutics II. Evanston, IL: Northwestern University Press.Google Scholar
  34. Smith, J., & Osborne, M. (2003). Interpretative phenomenological analysis. In J. A. Smith (Ed.), Qualitative psychology: A practical guide to methods. London: Sage.Google Scholar
  35. Stanage, S. M. (1987). Adult education and phenomenological research: New directions for theory, practice, and research. Malabar, FL: Krieger.Google Scholar
  36. Taylor, E. W. (1998). The theory and practice of transformative learning: A critical review. Ohio, OH: State University: ERIC Clearinghouse on Adult, Career and Vocational Education. Retrieved from ERIC database (ED 423422).Google Scholar
  37. Taylor, E. W., & Cranton, P. (2012). The handbook of transformative learning: Theory, research, and practice. San Francisco, CA: Jossey-Bass.Google Scholar
  38. Taylor, E. W., & Snyder, M. J. (2012). A critical review of research on transformative learning 2006–2010. In E. W. Taylor & P. Cranton (Eds.), The handbook of transformative learning: Theory, research, and practice (pp. 37–55). San Francisco, CA: Jossey-Bass.Google Scholar
  39. Welton, M. R. (1995). In defence of lifeworld: Critical perspective on adult learning. New York, NY: Snipers.Google Scholar

Copyright information

© Sense Publishers 2017

Authors and Affiliations

  • Giuseppina D’Addelfio
    • 1
  1. 1.Dipartimento di Scienze Psicologiche Pedagogiche e della FormazioneUniversità di PalermoItaly

Personalised recommendations