I begin in an unorthodox manner by revealing via negativa what the book is not: (1) it is not a “practical” guide for educators on “how to” conduct, analyze, and present the results of one or another phenomenological “method” as related to curriculum or education—i.e., it is not what is typical in the field of qualitative research focused on “methods” and “techniques” for data gathering, analysis, interpretation, and practical recommendations. I am highly critical of views espousing the potential of qualitative research to address and “solve” curriculum problems when its “theories” are “applied” to/in praxis; (2) it is not an exegetical text focused on explicating and critiquing the various forms of phenomenological practices adopted in the history of curriculum studies and education in general; (3) it is not a self-contained phenomenological study of curriculum phenomena that incorporates the traditional modes data collection such as interviews, protocol writing, diaries, or journal logs; (4) it is not a philosophical “taxonomy” that attempts to establish a way of curriculum design, making, implementation, and evaluation grounded in a phenomenological study of curriculum/education, which would incorporate “ontological” principles for establishing the objectives or benchmarks for education, giving structure to curriculum’s scopeand-sequence of learning, and granting an indelible foundation, now “ontological,” as opposed to epistemological, behavioral, or cognitive, to the educational and curricular experience.

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© James M. Magrini 2015

Authors and Affiliations

  • James M. Magrini
    • 1
  1. 1.Philosophy/Liberal ArtsCollege of DuPageUSA

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