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Phenomenology and Education

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International Handbook of Philosophy of Education

Part of the book series: Springer International Handbooks of Education ((SIHE))

Abstract

This chapter provides a historical and thematic overview of the most important contributions to phenomenology in German- and English-language educational studies. In this context, phenomenology is important both as a theoretical tradition and a research method, in both cases directing attention to the experiential, relational, and intersubjective dimensions of pedagogy, teaching, and learning. In Germany, phenomenology as a method and as a philosophy has aimed at redefining traditional theories of education and Bildung (personal formation) in terms both empirical and theoretical. In the English-speaking world, phenomenology has been used primarily as a methodological approach to illuminate lived experience particularly in the caring professions including education; it has also occasionally provided possibilities for articulating theories of teaching and learning in close relation with concrete practice.

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Notes

  1. 1.

    See also the archive of Egon Schütz at Humboldt-University Berlin: https://www.erziehungswissenschaften.hu-berlin.de/de/allgemeine/egon-schuetz-archiv

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Author information

Authors and Affiliations

  1. Institut für Erziehungswissenschaft, Humboldt-Universität zu Berlin, Berlin, Germany

    Malte Brinkmann

  2. Boise State University, Boise, ID, USA

    Norm Friesen

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  1. Malte Brinkmann
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  2. Norm Friesen
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Correspondence to Malte Brinkmann .

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Editors and Affiliations

  1. Psychology and Educational Sciences, Ghent University and KU Leuven, Ghent, Belgium

    Paul Smeyers

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Brinkmann, M., Friesen, N. (2018). Phenomenology and Education. In: Smeyers, P. (eds) International Handbook of Philosophy of Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-72761-5_46

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  • DOI: https://doi.org/10.1007/978-3-319-72761-5_46

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