Problematyczność recepcji metody fenomenologicznej i jej stosowalności w badaniach pedagogicznych
The problems of the reception of the phenomenological method and its applicability in pedagogical research

Author(s): Jarosław Gara
Subject(s): Education
Published by: Wydawnictwa Uniwersytetu Warszawskiego
Keywords: pedagogical reception of phenomenology; phenomenological inspirations in pedagogy;methods of phenomenological research;epistemological and methodological basis of phenomenological research in pedagogy
Summary/Abstract: The nature of this paper is determined by three main theses that delineate the scope and boundaries of the title problem: 1. the method of phenomenological research is a method developed on the basis of philosophical discourse and it is based on the cognitive legitimacy of different varieties of phenomenological philosophy; 2. there is no obvious transition from the assumptions, methods and achievements of phenomenological philosophy to its reception and application on the pedagogical ground. Such concepts are always specific transpositions, adaptations and implementations that more or less abstract from the original intentions and intentions of phenomenology itself; 3. the vast majority of pedagogical receptions of phenomenology take the form of referring to selected research results and the content of particular analyses. The attempts to apply the very method of phenomenological analysis, in a well-established, methodical and consistent way, are rare.

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