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(2012) Hermeneutic phenomenology in education, Dordrecht, Springer.
Phenomenological philosophers have been "extraordinarily diverse in their interests, in their interpretation of the central issues of phenomenology, in their application of what they understood to be the phenomenological method, and in their development of what they took to be the phenomenological programme for the future of philosophy" (Moran, 2000, p. 3). This diversity finds reflection in phenomenological research, where the application of philosophical ideas to the empirical project provokes both uncertainty and controversy.
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Finlay, L. (2012)., Debating phenomenological methods, in N. Friesen, C. Henriksson & T. Saevi (eds.), Hermeneutic phenomenology in education, Dordrecht, Springer, pp. 17-37.
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