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Invitation to Phenomenology + Pedagogy (Van Manen)

Invitation to Phenomenology + Pedagogy (Van Manen)

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Invitation to Phenomenology + Pedagogy (Van Manen)
Invitation to Phenomenology + Pedagogy (Van Manen)

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Published by: phenomenologia on Apr 01, 2013
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Editorial
Invitation
to
Phenomenology
+
Pedagogy
How
doesone
introduce
a
new
journal?
Of
courseone
cannothelp
butadmit
a
sense
of
accomplishment.
It
was
not
an
easy
birth.
And
it
is
not
at
all
clear
whether
thenewcomer
will
enjoy
a
rewarding
life.
But
as
with
all
new
life,
much
will
depend
on
the
care
we
are
able
to
muster.
In
a
sense,
a
journal
is
much
less
a
metaphor
for
a
newlyborn
than
it
is
a
metaphor
for
theeffect
a
newlyborn
hason
those
who
brought
it
to
life.
A
journal
is
the
placewhere
our
voices
are
gathered
for
the
sake
ofthat
of
which
we
speak.
Ostensibly
this
is
a
journalof
research
in
education
andthe
helping
professions.
“A
human
science
journal”
we
call
it.
But
a
journalof
phenomenologyand
pedagogy
is
much
less
the
location
wherepeople
publish
theresults
of
their
research
than
it
is
the
place
where
they
practice
it.A
journal
of
pedagogy
then
is
a
particularkindof
commons,
a
space,
which
draws
like-minded
men
andwomen
to
engage
in
certain
kinds
of
discourse,dialogues,
or
conversations
about
thelives
theylivetogether
with
children,
adolescents,
adults,
or
with
those,
youngorold,
entrustedto
their
pedagogic
care.
In
a
sense,
the
articles
inthis
journal
could
be
read
as
reflexive
examples
of
a
certainthoughtfulness:
a
thoughtfulness
of
how
we
speak
and
listento
children;
a
thoughtfulnessaboutthe
way
weare
in
the
world
as
menand
women,
mothers
andfathers,
but
also
as
______-
teachers,
friends,
lovers,comrades,
and
so
forth;
a
thoughtfulnessabout
the
limits
and
possibilitiesof
how
we
speak,
of
the
languages
of
common
sense
and
science;
a
thoughtfulness
of
how
we
construct
and
perpetuatetheoften
repressive
institutional
and
ideologicalenvironments
inwhich
we
live
and
in
which
we
place
ourchildren;
a
thoughtfulness
of
how
we
should
conduct
and
interpret
our
research
activities;
and
generally,
a
thoughtfulnessof
the
principle
that
allows
us
to
be
principled
actors
in
the
first
place.
A
journal
is
both
a
recordand
a
book
of
service
(diurnal):
in
it
we
account
for
our
day’s
work,ourday’s
journey,
and
in
our
accounting
we
exemplify
a
devotion,
we
exhibit
a
praxis,
we
show
how
a
life
is
to
be
lived.
That
is
why
journals
are
oftenknown
by
their
orientation,
their
program.
And
as
the
cover
title
announces,
our
interest
is
“phenomenological”;
an
awkwardword
perhaps,ambiguous
even,
but
as
a
broad
program
it
is
readily
intelligible.
Phenomenology
consists
in
the
effortof
regaining
a
fuller
grasp
of
life,
of
thenature
and
significance
of
our
lived
experiences.
Merleau-Ponty
called
this
theprogram
of
“relearning
tolookat
the
world”
by
“re-awakeningour
basic
experience
of
the
world,”
and
thus
our
efforts
are
aimed
at
re-achieving
a
direct
and
primitive
contact
with
the
world
as
we
live
it
from
dayto
day.
This
implies
that
weare
less
interested
in
abstractedtheorizing
thanin
understandingthe
forms
of
life
and
the
lived
experiences
of
whichthe
theoretical
abstractions
are
derivative.
Phenomenological
research
is
the
practice
of
thoughtfulness.Indeed,
if
there
isone
word
that
most
aptly
characterizesphenomenology
itself,
then
this
word
is
“thoughtfulness.”
To
be
full
ofthought
means
not
that
Phenomenology
+
Pedagogy
Volume
1
Number
1
1983

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