scholarly journals Het belang van pedagogische tact voor het (h)erkennen van verwondering bij leerlingen

Pedagogiek ◽  
2020 ◽  
Vol 40 (1) ◽  
pp. 5-21
Author(s):  
Sander van Perlo ◽  
Lynne Wolbert
Keyword(s):  
Emotional Experience ◽  
Pedagogical Tact ◽  
Van Manen ◽  
Central Elements ◽  
Pedagogical Relationship ◽  
Max Van Manen

Abstract The importance of ‘pedagogical tact’ in relation to experiencing wonder in the classroom.Research has both empirically shown and philosophically defended the importance of ‘wonder’ in and for education. This paper aims to contribute to answering the question how, given the important role wonder can play in education, teachers can stimulate experiences of wonder in the classroom. An experience of wonder is an emotional experience, characterized by experiencing something new and unexpected, or incomprehensible, and which puzzles, surprises, fascinates, and/or astonishes the wonderer. In this paper we will describe four central elements of wonder, being alienation, non-enforceability, vulnerability and involvement. We will argue that the notion of ‘pedagogical tact’, as coined by Max van Manen, and interpreted here as a paradigmatic aspect of the pedagogical relationship, is particularly well-suited to express how teachers should respond to these four elements of children experiencing wonder.

Experience of support in the light of the concept of Max van Manen’s pedagogical relationship

2019 ◽  
Vol 582 (7) ◽  
pp. 3-12
Author(s):  
Marta Krupska
Keyword(s):  
University Of Alberta ◽  
Pedagogical Tact ◽  
Van Manen ◽  
Pedagogical Relationship ◽  
The University ◽  
Max Van Manen

The article takes a closer look at some important aspects of the ethical meaning of the experience of support in a pedagogical relationship in the light of the achievements of modern phenomenological pedagogy. The presented refl ection will refer to methodological proposals as well as ethical and pedagogical refl ection of one of the world’s most important representatives of pedagogy inspired by phenomenology – Max van Manen, a retired professor at the University of Alberta in Canada. The main goal of the issue is to deepen understanding of the nature and importance of support in the process of building and developing a pedagogical relationship and in the context of refl ection on the concept of pedagogical tact. Refl ection on the pedagogical relationship indicates the need to care for a deeper understanding of the phenomenon of support in the process of upbringing and education. The proposed attempt to explore the importance of support in a pedagogical relationship refers to the ethical and pedagogical dimension of refl ection on the importance of heteronomy and vulnerability of a child and adult responsibility.

Contemplating Compilations

2017 ◽  
Author(s):  
Joseph Pate ◽  
Brian Kumm
Keyword(s):  
Music Making ◽  
Van Manen ◽  
The World ◽  
The Creation ◽  
Pass Through ◽  
Sound Objects ◽  
Meaningful Experiences ◽  
The Voice ◽  
Max Van Manen

Through this chapter the crafting of compilations is explored as an act, art, and expression of music making, illuminating the listeners’ and compilers’ positions as cocreators of meaning, function, and purpose. Music becomes repositioned and repurposed as found or sound objects that pass through Gaston Bachelard’s triptych of resonance, repercussion, and reverberations, a process of music speaking to so as to speak for individuals’ deeply personal and significantly meaningful experiences. The chapter addresses the question, “What motivates someone to partake in this personally meaningful, vulnerable, and artistic endeavor?” Using Josef Pieper’s conceptions of leisure as celebration, an orientation toward the wonderful, and an act of affirmation, the chapter concludes that the creation and crafting of compilations (e.g., mix tape) affords poetic spaces for connection, enchantment, felt-aliveness, or what Max van Manen called an “incantative, evocative speaking, a primal telling, [whose] aim [is] to involve the voice in an original singing of the world.”

scholarly journals The Lived Experience: A Study In Teaching Online

2018 ◽  
Vol 11 (2) ◽  
pp. 83-88 ◽  
Author(s):  
Bobbette M. Morgan
Keyword(s):  
Lived Experience ◽  
Community Of Learners ◽  
Online Classes ◽  
Teaching Online ◽  
Van Manen ◽  
Max Van Manen

A researcher with five years’ experience of teaching online classes shares what she has seen and experienced while working with her students. Through the evolution of working with Tegrity, Collaborate, and ZOOM the author shares the lived experience. The work of Max van Manen, a phenomenological researcher, serves as the framework. Descriptions are included of experiences from actual online classes. Research supports the findings: communication is essential in online classes; establishing a community of learners provides support to all involved; and students need to be accountable to themselves, the class and to the professors.

scholarly journals Max van Manen’s Phenomenology of Practice: Relation with Education Sciences and Philosophy

Problemos ◽  
2021 ◽  
Vol 99 ◽  
pp. 118-130
Author(s):  
Sandra Kairė
Keyword(s):  
Methodological Approach ◽  
Phenomenological Philosophy ◽  
Van Manen ◽  
Max Van Manen

This paper investigates the method of the phenomenology of practice developed by the Canadian scholar Max van Manen. The paper describes the development and the main aspects of the phenomenology of practice as well as its importance and relevance to education sciences. However, in line with the critical remarks of the philosopher Dan Zahavi, the paper argues that there are fundamental problems with the phenomenology of practice in regard to phenomenology as philosophy. It is suggested that a researcher who applies this approach in his or her research should be cautious, critically evaluate van Manen’s presentation of phenomenology, and start his/her research from the phenomenological philosophy. Moreover, the paper argues that phenomenology should not be considered only as a methodological approach.

scholarly journals Getting It Quite Wrong: Van Manen and Smith on Phenomenology

2018 ◽  
Vol 29 (6) ◽  
pp. 900-907 ◽  
Author(s):  
Dan Zahavi
Keyword(s):  
Health Research ◽  
Qualitative Health Research ◽  
Van Manen ◽  
Max Van Manen

Max van Manen and Jonathan Smith have recently had an exchange in Qualitative Health Research concerning their respective use of phenomenology. I welcome the attempt to get clearer on what phenomenology amounts to and I agree with van Manen that an overly arbitrary use of the term will lead to an erosion of the reputation of phenomenology. However, I think both of them are to blame for promoting various confusions concerning the nature of phenomenology. The aim of my article is to make some critical remarks concerning van Manen’s and Smith’s understanding of phenomenology and to suggest alternative resources for qualitative researchers interested in phenomenology.

scholarly journals La responsabilidad pedagógica de los profesores de educación especial: una investigación desde el método «FH» de Max van Manen

2016 ◽  
Vol 28 (1) ◽  
pp. 131-157
Author(s):  
José Antonio Jordán Sierra ◽  
Jessica Jeannette Arriagada Vidal
Keyword(s):  
Van Manen ◽  
Discapacidad Intelectual ◽  
Educacion Especial ◽  
Max Van Manen

Este articulo muestra, de forma sintética, una investigación realizada por los autores sobre lo más esencial de la responsabilidad pedagógica de los profesores de educación especial implicados en su relación educativa con sus alumnos con discapacidad intelectual. Los 30 profesores elegidos para participar en tal investigación fueron tanto de Cataluña como de Chile. La metodología investigadora utilizada ha sido poco aplicada –hasta el presente– en España y en Latinoamérica: se trata del «método fenomenológico-hermenéutico», según lo concibe y lo aplica el pedagogo Max van Manen. Tras el breve marco teórico y la descripción de la metodología aplicada, se aporta –en vez de los «análisis de resultados y las conclusiones» de una investigación más convencional– una «muestra selectiva y significativa» del «texto fenomenológico», que tiene como misión sacar a la luz de manera evocadora y formativa los hallazgos esenciales del fenómeno en este caso estudiado.

scholarly journals La Lengua Extranjera como dispositivo de la formación y la práctica investigativa en Colombia -retos y perspectivas para jóvenes investigadores

2019 ◽  
Vol 23 (1) ◽  
pp. 13-43
Author(s):  
Manuel Alejandro Guerrero Aponte ◽  
Wilmer Hernando Silva Carreño
Keyword(s):  
Educación Superior ◽  
Educacion Superior ◽  
Van Manen ◽  
Max Van Manen

Este artículo presenta los resultados de una investigación cuyo propósito fue fundamentar el Lenguaje como una alternativa que según la Antropología Pedagógica- contribuyera a enfrentar el fenómeno de la deshumanización ante el avance Capitalista. La pregunta guía fue: ¿En qué sentido la Lengua Extranjera es un dispositivo que cultiva la Capacidad de Ciudadanía Cosmopolita para fortalecer la calidad de la educación superior en Colombia? La pregunta se desarrolló mediante el método Fenomenológico-Hermenéutico según los planteamientos de Max Van Manen. Primero, los resultados muestran que el devenir de la Lengua Extranjera como dispositivo que cultiva la Capacidad de ser Ciudadano del Mundo conduce a descentralizar la persona y propiciar la generalidad. En Esto favorece la convivencia y la creación de nuevos horizontes con los demás. Los resultados señalan que la Lengua Extranjera es un dispositivo cosmopolita y permite a las personas convertirse en in- térpretes empáticos y críticos de sí mismos y de los demás.

scholarly journals Pedagogy here on the ground: Using lived experience to research and understand our lives with children

2020 ◽  
Vol 40 (1) ◽  
pp. 72-83
Author(s):  
Andrew Madjar
Keyword(s):  
Lived Experience ◽  
Professional Learning ◽  
Teacher Practice ◽  
Policy Research ◽  
Research And Practice ◽  
What Works ◽  
Van Manen ◽  
The Relationship ◽  
Max Van Manen

In education, it is common to hear that we need to close the gap between research and practice. Less common is a consideration of what it means to close this gap. A lot of policy, research and professional learning assumes that research should inform teacher practice by providing evidence about ‘what works’ for students’ learning. However, there are other important ways that we can understand the relationship between research and practice. In this paper, I discuss one possibility for understanding this relationship by looking at the research of Max van Manen and his work in phenomenological pedagogy. Phenomenology provides a way for teachers to reflect on their practice by prioritising the meaning and significance of lived experience. As I describe, phenomenology is a valuable way for research to inform practice; but its value lies not in being able to tell us ‘what works’, but in its power to do something with us.

scholarly journals O SER HUMANO É ASSIM, SOFRE, MAS ALGUNS DIAS SÃO PIORES: A PERCEPÇÃO DOS PACIENTES PARA O INÍCIO DO USO DOS MEDICAMENTOS PSICOTRÓPICOS

2021 ◽  
Vol 26 ◽  
Author(s):  
Agnes Fonseca Ribeiro Filardi ◽  
Simone De Araújo Medina Mendonça ◽  
Djenane Ramalho de Oliveira
Keyword(s):  
Van Manen ◽  
Max Van Manen

O processo de medicalização da nossa sociedade, na atualidade, acontece em várias direções, indicando que todo e qualquer tipo de mal-estar pode ser tratado com medicamentos. O objetivo da pesquisa foi compreender o início do uso dos psicotrópicos para superar os problemas enfrentados no cotidiano. Entrevistas em profundidade foram realizadas com 19 pessoas sobre os problemas que levaram ao início do uso de medicamentos psicotrópicos. Este estudo utilizou os pressupostos filosóficos de Heidegger e o tratamento de dados conforme proposto por Max van Manen. A análise desvelou o tema ‘O ser humano é assim, a gente sofre, mas alguns dias são piores’, que diz respeito às dificuldades vividas que desencadearam os sentimentos de raiva, ansiedade, estresse, tristeza e angústia, levando ao uso dos medicamentos psicotrópicos. A vivência das dificuldades enfrentadas na vida foi apontada como principal motivo para o início do uso do medicamento, como forma de preservar a saúde mental.

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