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Phenomenology Through the Lens of Constructivism

High school teacher leading a blended learning class

By Karen Johnson, EdD

Introduction

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.

Phenomenology is a powerful tool for exploring how individuals make sense of their lived experiences.

Phenomenology is a powerful tool for exploring how individuals make sense of their lived experiences.

Essential Components of Phenomenology

A phenomenological study involves several key components, each aligning well with constructivist principles:

  1. Epoché (Bracketing): Bracketing is an attempt by researchers to set aside their biases and assumptions, approaching the study with a fresh perspective. In a constructivist framework, bracketing acknowledges that researchers, like participants, bring their own experiences and biases to the research. Absolute bracketing might be impossible, but researchers strive for transparency and reflexivity, continuously reflecting on their influence on the research process.
  2. Intentionality: Phenomenology focuses on the directedness of consciousness—how individuals direct their attention to objects and experiences. Constructivism supports this by emphasizing that individuals actively engage with and interpret their experiences, shaping their understanding of the world.
  3. Reduction: Researchers strip away layers of assumptions and interpretations to reach the pure essence of the phenomenon. This aligns with constructivist views, where individuals deconstruct and reconstruct their knowledge through reflective analysis.
  4. Essence: The ultimate goal of phenomenology is to identify the core meaning and structure of the lived experience. Constructivism supports this by highlighting that these meanings are co-constructed by individuals through their interactions with the world and others.

Descriptive and Interpretive Approaches

Phenomenology offers two main methodological approaches that resonate with constructivist principles:

  1. Descriptive Phenomenology: Rooted in Husserl’s philosophy, descriptive phenomenology describes experiences exactly as they are, without adding interpretations. From a constructivist perspective, this helps understand how individuals initially construct their perceptions of a phenomenon.
  2. Interpretive Phenomenology: Inspired by Heidegger, a student of Husserl, the interpretive approach goes beyond description to interpret and understand the deeper meanings within experiences. Context and nuances offer a richer understanding of the phenomena. Constructivism aligns with this by recognizing that knowledge construction involves interpreting and making sense of experiences within a broader context.

Applications of Phenomenology

Phenomenology has been applied in various fields, including psychology, education, and health sciences. Through a constructivist lens, it can be used to explore:

  • Educational Experiences: Understanding how students construct knowledge through their educational experiences, interactions with teachers, and engagement with learning materials.
  • Healthcare: Exploring patients’ experiences with chronic illnesses to understand how they construct meaning from their health challenges and navigate their healthcare journeys.
  • Professional Identity: Investigating how professionals, such as teachers, construct their identities and make sense of their roles within their work environments.

Challenges and Limitations

One of the primary challenges in phenomenology is managing researcher bias and subjectivity.

One of the primary challenges in phenomenology is managing researcher bias and subjectivity.

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) and Moustakas (1994) have further developed and applied phenomenological methods in research. These authors’ works offer valuable insights into how phenomenology can be used to explore the construction of knowledge. Heidegger’s own writing are considered by some difficult to read, so consider secondary sources if you find you need them.

Conclusion

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.

References and Resources for the study of Phenomenology

Giorgi, A. (2007). 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). “Heidegger’s later phenomenology: Allowing the subtle appearance to emerge through the din” 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. 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.). Thousand Oaks, CA: Sage.

Seidman, I. (2013). Interviewing as qualitative research. New York, NY: Teacher’s 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).Heidegger's contributions to philosophy : An introduction. Indiana University Press.

Van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. Albany, NY: The State University of New York.

Additional Resources

Access the phenomenology design additional resources including Interveiwing in Phenomenology Research video and recordedWebinarsby joining the.

Karen Johnson, EdD.

ABOUT THE AUTHOR

Karen Johnson, Ed.D., is a research methodology group leader in the University’s Center for Educational and Instructional Technology Research (CEITR). A faculty member at the ۴ý since 2005, she currently serves as a University Research Methodologist for CDS. She is also a reviewer for CEITR’s dissertation to publication workshop and a second-tier reviewer for the international journal,The Qualitative Report. Johnson earned a doctorate in Higher Education from Texas Tech University and completed her Master of Arts and bachelor’s degrees from the University of Texas.