By Karen Johnson, EdD
When applied through a constructivist lens, phenomenology is a powerful tool for exploring how individuals make sense of their lived experiences. Both phenomenology and constructivism prioritize the subjective nature of knowledge and the role of individual perception in shaping reality.
A phenomenological study involves several key components, each aligning well with constructivist principles:
Phenomenology offers two main methodological approaches that resonate with constructivist principles:
Phenomenology has been applied in various fields, including psychology, education, and health sciences. Through a constructivist lens, it can be used to explore:
One of the primary challenges in phenomenology is managing researcher bias and subjectivity. Achieving true bracketing can be difficult, as researchers must constantly be aware of their assumptions and biases and work to mitigate them. Constructivism acknowledges this challenge, advocating for transparency and reflexivity in the research process. Additionally, phenomenological studies require rich, detailed data gathered through iterative interviews with each participant, which can be time-consuming and demanding, often making recruiting participants difficult.
Seminal phenomenology authors include Husserl (1931) and Heidegger (Vallega-neu, 2003) while contemporary scholars like van Manen (1990) 听and Moustakas (1994) have further developed and applied phenomenological methods in research. These authors鈥 works offer valuable insights into how phenomenology can be used to explore the construction of knowledge. Heidegger鈥檚 own writing are considered by some difficult to read, so consider secondary sources if you find you need them.
Phenomenology, when viewed through the lens of constructivism, offers a unique and valuable perspective in qualitative research. By focusing on the subjective nature of experiences and the active construction of knowledge, researchers can uncover the rich, complex nature of lived experiences as they occur. This approach not only deepens our understanding of how individuals perceive and make sense of their world but also highlights the intricate processes through which knowledge is constructed.
Giorgi, A. (2007).听 Concerning the phenomenological methods of Husserl and Heidegger and their application in psychology. Collection du Cirp, 1 63-78.
Husserl, E. (1931). Ideas: General introduction to pure phenomenology (Gibson, W. Trans.). New York: Collier.
Moustakas, C. (1994). Phenomenological research. Thousand Oaks, CA: Sage.
Peduti, D. F. (2009). 鈥淗eidegger鈥檚 later phenomenology: Allowing the subtle appearance to emerge through the din鈥 in Phenomenology 2010, Volume 5. Villejuif Cedex, FR: Zeta Books, 2009. Retrieved from ProQuest elibrary,
Pereira, H. R. (2012). Rigour in phenomenological research: Reflections of a novice nurse researcher. Nurse Researcher, 19(3), 16-9.听 doi:10.7748/nr2012.04.19.3.16.c9054
Phillips-Pula, L., Strunk, J., and Pickler, R.H.(2011). Understanding phenomenological approaches to data analysis. Journal of Pediatric Health Care, 25(1), 67-71. DOI:
Saldana, J. (2013). The coding manual for qualitative researchers (2nd ed.).听 Thousand Oaks, CA: Sage.
Seidman, I. (2013). Interviewing as qualitative research. New York, NY: Teacher鈥檚 College.
Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method, and research. Los Angeles, CA: Sage.
Sokolowski, R. (2000). Introduction to phenomenology. New York, NY: Cambridge University Press.
Tufford, L., and Newman, P. (2010). Bracketing in qualitative research. Qualitative Social Work, 11(1), 80-96. DOI: 10.1177/1473325010368316
Vallega-Neu, D. (2003).听Heidegger's contributions to philosophy : An introduction. Indiana University Press.
Van Manen,听 M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. Albany, NY: The State University of New York.
Access the phenomenology design additional resources including Interveiwing in Phenomenology Research video and recorded听Webinars听by joining the听.
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Karen Johnson, EdD.
ABOUT THE AUTHOR
Karen Johnson, Ed.D., is a research methodology group leader in the University鈥檚 Center for Educational and Instructional Technology Research (CEITR). A faculty member at the 爱污传媒 since 2005, she currently serves as a University Research Methodologist for CDS. She is also a reviewer for CEITR鈥檚 dissertation to publication workshop and a second-tier reviewer for the international journal,听The Qualitative Report. Johnson earned a doctorate in Higher Education from Texas Tech University and completed her Master of Arts and bachelor鈥檚 degrees from the University of Texas.听