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(2015) Pädagogische Erfahrung, Dordrecht, Springer.
Phenomenology as a proto-language in educational empirical research
some principles and a case-study from video-analysis of e-teaching and e-learning
Kåre Fuglseth
pp. 289-304
Phenomenology as a proto-language in educational empirical research. Some principles and a case-study from video-analysis of e-teaching and e-learningPhenomenological insights of the life world structures might function as a rich proto- or meta-language for empirical research and are necessary steps in any critical-constructive analysis of the matters studied. A phenomenological-constitutive and reductionist approach particularly provides us with a broadening of the perspective. When further elaborated, it furnishes us with explanations of strong explanatory power for the typical social interactions in schools. To support the thesis, the paper presents some results of a video-analysis of internet-based e-teaching as a case-study. In this way, phenomenology and empirical studies are combined for the development of methodology not only for educational research, but also for the cultural sciences (Geisteswissenschaften) in general.
Publication details
DOI: 10.1007/978-3-658-06618-5_15
Full citation:
Fuglseth, K. (2015)., Phenomenology as a proto-language in educational empirical research: some principles and a case-study from video-analysis of e-teaching and e-learning, in M. Brinkmann, R. Kubac & S. S. Rödel (eds.), Pädagogische Erfahrung, Dordrecht, Springer, pp. 289-304.
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