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Enactive Phenomenological Approach to the Trier Social Stress Test: A Mixed Methods Point of View

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Teaching Phenomenological Research and Writing.

Catherine Adams¹, Michael Anders van Manen¹

¹1 University of Alberta, Edmonton, Alberta, Canada.

Qualitative Health Research

|July 7, 2017

Summary

This article details a phenomenological teaching method using a human science seminar. Participants engage with literature and writing exercises, developing a deep, internalized understanding of hermeneutic phenomenology for research.

Keywords:

(re-)writing North America Phenomenology agogy anecdote eidetic themes epoché-reduction evaluative criteria hermeneutics human science inceptual meaning insight cultivator interpretation lived experience lived experience description phenomenological insights phenomenology of practice qualitative reflective analysis wonder

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Area of Science:

Phenomenology
Human Sciences
Qualitative Research Methodology

Background:

Phenomenology requires specific practitioner dispositions.
Traditional procedural approaches may not fully capture phenomenological essence.

Purpose of the Study:

To describe a teaching methodology for phenomenology.
To illustrate an approach to conducting phenomenological research.

Main Methods:

Human science seminar format.
Engagement with primary phenomenological literature.
Structured writing exercises and personal projects.

Main Results:

Seminar participants develop internalized sensitivity for hermeneutic phenomenology.
Participants become highly motivated and committed to their research projects.

Conclusions:

Phenomenological practice necessitates internalized attitudinal dispositions.
The described seminar effectively fosters deep engagement and commitment to phenomenological research.