Phenomenology and phenomenography in educational research: A critique

References

• Åkerlind, G. (2005). Variation and commonality in phenomenographic research methods. Higher Education Research & Development, 24(4), 321–334. doi:10.1080/07294360500284672
   Google Scholar
• Åkerlind, G. (2005b). Phenomenographic methods: A case illustration. In J. Bowden, & P. Green (Eds.), Doing developmental phenomenography (pp. 103–127). Melbourne, Australia: RMIT University Press.
   Google Scholar
• Åkerlind, G. (2005c). Learning about phenomenography: Interviewing, data analysis and the qualitative research paradigm. In J. Bowden, & P. Green (Eds.), Doing developmental phenomenography (pp. 63–73). Melbourne, Australia: RMIT University Press.
   Google Scholar
• Åkerlind, G. (2015). From phenomenography to variation theory: A review of the development of the variation theory of learning and implications for pedagogical design in higher education. HERDSA Review of Higher Education, 2, 5–26.
   Google Scholar
• Åkerlind, G., Bowden, J., & Green, P. (2005). Learning to do phenomenography: A reflective discussion. In J. Bowden, & P. Green (Eds.), Doing developmental phenomenography (pp. 74–100). Melbourne, Australia: RMIT University Press.
   Google Scholar
• Åkerlind, G., McKenzie, J., & Lupton, M. (2014). The potential of combining phenomenography, variation theory and threshold concepts to inform curriculum design in higher education. In J. Huisman, & M. Tight (Eds.), Theory and method in higher education research II (pp. 227–248). Bingley, UK: Emerald.
   Google Scholar
• Ashworth, P., & Lucas, U. (1998). What is the ‘world’ of phenomenography? Scandinavian Journal of Educational Research, 42(4), 415–431. doi:10.1080/0031383980420407
   Google Scholar
• Bruce, S. (1999). Phenomenography: Opening a new territory for LIS research. New Review of Information and Library Research, 5(1), 31–48.
   Google Scholar
• Bruce, C., & Gerber, R. (Eds.). (1997). Phenomenography in higher education [Special Issue]. Higher Education Research and Development, 16(2), 125–252.
   Google Scholar
• Cibangu, S., & Hepworth, M. (2016). The uses of phenomenology and phenomenography: A critical review. Library & Information Science Research, 38, 148–160. doi:10.1016/j.lisr.2016.05.001
   Web of Science ®Google Scholar
• Dall’Alba, G., & Hasselgren, B. (Eds.). (1996). Reflections on phenomenography: Toward a methodology. Göteborg, Sweden: Acta Universitatis Press.
   Google Scholar
• Depraz, N. (1999). The phenomenological reduction as praxis. Journal of Consciousness Studies, 6(2–3), 95–110.
   Google Scholar
• Depraz, N., Varela, F. J., & Vermersch, P. (Eds.). (2003). On becoming aware: A pragmatics of experiencing. Philadelphia, PA: John Benjamins Publishing Company.
   Google Scholar
• Friberg, F., Dahlberg, K., Petersson, M., & Öhlén, J. (2000). Context and methodological decontextualization in nursing research with examples from phenomenography. Scandinavian Journal of Caring Sciences, 14(1), 37–43. doi:10.1111/j.1471-6712.2000.tb00559.x
   PubMed Web of Science ®Google Scholar
• Gallagher, S., & Schmicking, D. (Eds.). (2010). Handbook of phenomenology and cognitive science. Dordrecht, Netherlands: Springer.
   Google Scholar
• Gallagher, S., & Zahavi, D. (2008). The phenomenological mind. An introduction to philosophy of mind and cognitive science. London & New York: Routledge.
   Google Scholar
• Giorgi, A. (Ed.). (1985b). Phenomenology and psychological research. Pittsburgh, PA: Duquesne University Press.
   Google Scholar
• Giorgi, A. (1985a). Sketch of a psychological phenomenological method. In A. Giorgi (Ed.), Phenomenology and psychological research (pp. 8–22). Pittsburgh, PA: Duquesne University Press.
   Google Scholar
• Giorgi, A. (1999). A phenomenological perspective on some phenomenographic results on learning. Journal of Phenomenological Psychology, 30(2), 68–93. doi:10.1163/156916299X00110
   Google Scholar
• Giorgi, A. (2006). Concerning variations in the application of the phenomenological method. The Humanistic Psychologist, 34(4), 305–319. doi:10.1207/s15473333thp3404_2
   Google Scholar
• Giorgi, A. (2008). Concerning a serious misunderstanding of the essence of the phenomenological method in psychology. Journal of Phenomenological Psychology, 39(1), 33–58. doi:10.1163/156916208X311610
   Google Scholar
• Giorgi, A. (2008). Difficulties encountered in the application of the phenomenological method in the social sciences. Indo-Pacific Journal of Phenomenology, 8(1), 1–9. doi:10.1080/20797222.2008.11433956
   Google Scholar
• Giorgi, A. (2009). The descriptive phenomenological method in psychology: A modified husserlian approach. Pittsburgh, PA: Duquesne University Press.
   Google Scholar
• Giorgi, A. (2012). The descriptive phenomenological psychological method. Journal of Phenomenological Psychology, 43(1), 3–12. doi:10.1163/156916212X632934
   Google Scholar
• Giorgi, A. (1986). A phenomenological analysis of descriptions of concepts of learning obtained from a phenomenographic perspective (Report No. 6). Gothenburg: Department of Education, University of Götborg.
   Google Scholar
• Hasselgren, B., & Beach, D. (1997). Phenomenography – a “good-for-nothing brother” of phenomenology?: Outline of an analysis. Higher Education Research & Development, 16(2), 191–202. doi:10.1080/0729436970160206
   Google Scholar
• Husserl, E. (1900–1901/2001). Logische Untersuchungen [Logical investigations – volumes i and II]. (N. Findlay, Trans. with an Intro. by D. Moran and Preface by M. Dummett). London & New York: Routledge (first German edition published in 1900-1901, second German edition, Vol. I, part I, published in 1913, second German edition, Vol. II, Part II, published in 1921) [cited as LI throughout].
   Google Scholar
• Husserl, E. (1913/1982). Ideen zu einer reinen Phänomenologie und phänomenologischen Philosophie. Erstes Buch: Allgemeine Einführung in die reine Phänomenologie [Ideas pertaining to a pure phenomenology and to a phenomenological philosophy – First book: General introduction to a pure phenomenology]. (F. Kersten, Trans.). The Hague, Netherlands: Martinus Nijhoff Publishers (first published in 1913) [cited as Ideas I throughout].
   Google Scholar
• Husserl, E. (1929/1969). Formale und transzendentale Logik [Formal and transcendental logic]. (D. Cairns, Trans.). The Hague, Netherlands: Martinus Nijhoff Publishers (first published in 1929) [cited as FTL throughout].
   Google Scholar
• Husserl, E. (1931/1950). Cartesianische Meditationen [Cartesian mediations: An introduction to phenomenology]. (D. Cairns, Trans.). Dordrecht, The Netherlands: Kluwer Academic Publishers (first published in 1931) [cited as CM throughout].
   Google Scholar
• Husserl, E. (1936/1970). Die Krisis der europäischen Wissenschaften und die transzendentale Phänomenologie: Eine Einleitung in die phänomenologische Philosophie [Crisis of European sciences and transcendental phenomenology: An introduction to phenomenological philosophy]. (D. Carr, Trans.). Evanston, IL: Northwestern University Press (first published in 1936) [cited as Crisis throughout].
   Google Scholar
• Ko, Y. P., & Marton, F. (2004). Variation and the secret of the virtuoso. In F. Marton, & A. B. M. Tsui (Eds.), Classroom Discourse and the Space of Learning (pp. 43–62). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Larsson, J., & Holmström, I. (2007). Phenomenographic or phenomenological analysis: Does it matter? Examples from a study on anaesthesiologists’ work. International Journal of Qualitative Studies on Health and Well-Being, 2(1), 55–64. doi:10.1080/17482620601068105
   Google Scholar
• Levine, J. (1983). Materialism and Qualia: The explanatory gap. Pacific Philosophical Quarterly, 64(4), 354–361. doi:10.1111/j.1468-0114.1983.tb00207.x
   Web of Science ®Google Scholar
• Limberg, L. (2005). Phenomenography. In K. E. Fisher, S. Erdelez, & L. McKechnie (Eds.), Theories of information behavior (pp. 280–283). Medford, NJ: Information Today.
   Google Scholar
• Lo, L. M., Marton, F., & Pang, F. M. (2004). Toward a pedagogy of learning. In F. Marton, & A. B. M. Tsui (Eds.), Classroom discourse and the space of learning (pp. 189–225). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Luft, S. (2004). Husserl’s theory of the phenomenological reduction: Between life-world and cartesianism. Research in Phenomenology, 34(1), 198–234. doi:10.1163/1569164042404518
   Web of Science ®Google Scholar
• Marton, F. (1975). On non-verbatism learning: I – level of processing and level of outcome. Scandinavian Journal of Psychology, 16(1), 273–279. doi:10.1111/j.1467-9450.1975.tb00193.x
   Web of Science ®Google Scholar
• Marton, F. (1981). Phenomenography: Describing conceptions of the world around us. Instructional Science, 10(2), 177–200. doi:10.1007/BF00132516
   Web of Science ®Google Scholar
• Marton, F. (1986). Phenomenography: A research approach investigating different understandings of reality. Journal of Thought, 21(3), 28–49.
   Google Scholar
• Marton, F. (1988a). Describing and improving learning. In R. R. Schmeck (Ed.), Learning strategies and learning styles (pp. 53–82). New York, NY: Plenum Press.
   Google Scholar
• Marton, F. (1988b). Phenomenography: Exploring different conceptions of reality. In D. M. Fetterman (Ed.), Qualitative approaches to evaluation in education: The silent scientific revolution (pp. 176–205). New York, NY: Praeger.
   Google Scholar
• Marton, F. (1992). Phenomenography and the art of teaching all things to all men. International Journal of Qualitative Studies in Education, 5(3), 253–267. doi:10.1080/0951839920050305
   Google Scholar
• Marton, F. (1994a). Phenomenography. In T. Husén, G. Handal, & T. N. Postlethwaite (Eds.), The international encyclopedia of education (2nd ed., pp. 4424–4429). Oxford, UK: Pergamon Press.
   Google Scholar
• Marton, F. (1994b). On the structure of teachers’ awareness. In I. Carlgren, G. Handal, & S. Vaag (Eds.), Teachers’ minds and actions: Research on teachers’ thinking and practice (pp. 28–42). London, UK: Falmer.
   Google Scholar
• Marton, F. (2015). Necessary conditions of learning. New York, NY: Routledge.
   Google Scholar
• Marton, F., & Booth, S. (1997). Learning and awareness. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Marton, F., & Pang, M. F. (2006). On some necessary conditions of learning. Journal of the Learning Sciences, 15(2), 193–220. doi:10.1207/s15327809jls1502_2
   Web of Science ®Google Scholar
• Marton, F., & Pang, M. F. (2008). The idea of phenomenography and the pedagogy of conceptual change. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 533–559). New York, NY: Routledge.
   Google Scholar
• Marton, F., & Pong, Y. W. (2005). On the unit of description in phenomenography. Higher Education Research & Development, 24(4), 335–348. doi:10.1080/07294360500284706
   Google Scholar
• Marton, F., & Säaljö, R. (1976). On qualitative differences in learning: II – outcome as a function a function of the learner’s conception of the task. British Journal of Educational Psychology, 46(2), 115–127. doi:10.1111/j.2044-8279.1976.tb02304.x
   Web of Science ®Google Scholar
• Marton, F., & Säljö, R. (1976). On qualitative differences in learning: I – outcome and process. British Journal of Educational Psychology, 46(1), 4–11. doi:10.1111/j.2044-8279.1976.tb02980.x
   Web of Science ®Google Scholar
• Marton, F., & Tsui, A. (Eds.). (2004). Classroom discourse and the space of learning. Mahwah, NJ: Erlbaum.
   Google Scholar
• Petitot, J., Varela, F. J., Pachoud, B., & Roy, J.-M. (Eds.). (1999). Naturalizing phenomenology: Issues in contemporary phenomenology and cognitive science. Stanford, CA: Stanford University Press.
   Google Scholar
• Roy, J.-M., Petitot, J., Pachoud, B., & Varela, F. J. (1999). Beyond the Gap: An Introduction to Naturalizing Phenomenology. In J. Petitot, F. J. Varela, B. Pachoud, & J.-M. Roy (Eds.), Naturalizing phenomenology: Issues in contemporary phenomenology and cognitive science (pp. 1–80). Stanford, CA: Stanford University Press.
   Google Scholar
• Schmicking, D. (2010). A toolbox of phenomenological methods. In S. Gallagher & D. Schmicking (Eds.), Handbook of phenomenology and cognitive science (pp. 35–55). Dordrecht, Netherlands: Springer.
   Google Scholar
• Smith, J. (2018). “Yes it is phenomenological”: A reply to max van manen’s critique of interpretative phenomenological analysis. Qualitative Health Research, 28(12), 1955–1958. doi:10.1177/1049732318799577
   PubMed Web of Science ®Google Scholar
• Spiegelberg, H. (1975). Doing phenonemology: Essays on and in phenomenology. The Hague, Netherlands: Martinus Nijhoff.
   Google Scholar
• Spiegelberg, H. (1994). The phenomenological movement: A historical introduction (3rd rev. and enlarged edn.). Dordrecht, Netherlands: Kluwer Academic Publishers.
   Google Scholar
• Thorburn, M., & Stolz, S. A. (2020). Understanding experience better in educational contexts: The phenomenology of embodied subjectivity. Cambridge Journal of Education, 50(1), 95–105. doi:10.1080/0305764X.2019.1632798
   Web of Science ®Google Scholar
• Van Manen, M. (1990). Researching lived experiences: Human science for an action sensitive pedagogy. Albany, NY: State University of New York Press.
   Google Scholar
• Van Manen, M. (2014). Phenomenology of practice: Meaning-giving methods in phenomenological research and writing. Walnut Creek, CA: Left Coast Press.
   Google Scholar
• Van Manen, M. (2016). Researching lived experience: Human science for an action sensitive pedagogy (2nd ed.). Albany, NY: State University of New York Press.
   Google Scholar
• Van Manen, M. (2017). But is it phenomenology? Qualitative Health Research, 27(6), 775–779. doi:10.1177/1049732317699570
   PubMed Web of Science ®Google Scholar
• Varela, F. J. (1996). Neurophenomenology: A methodological remedy for the hard problem. Journal of Consciousness Studies, 3(4), 330–349.
   Google Scholar
• Varela, F. J. & Shear, J. (Eds.). (1999a). The view from within: First-person approaches to the study of consciousness. Thorverton, UK: Imprint Academic.
   Google Scholar
• Varela, F. J., & Shear, J. (1999b). First-person methodologies: What, why, how? In F. J. Varela & J. Shear (Eds.), The view from within: First-person approaches to the study of consciousness (pp. 1–14). Thorverton, UK: Imprint Academic.
   Google Scholar
• Varela, F. J., Thompson, E., & Rosch, E. (1991). The embodied mind: Cognitive science and human experience. Cambridge, MA: The MIT Press.
   Google Scholar