Abstract
In this text, I explore the phenomenon of moral disquiet as an existential phenomenon with its invariant qualities. This intention makes the paper both methodological and educational. The reason I consider it worthwhile to explore moral disquiet and distinguish this phenomenon from other phenomena is twofold. First, I want to establish a reliable phenomenological research basis and an argument for moral disquiet as an educationally relevant quality. Second, as an educationally relevant quality, moral disquiet must imply phenomenological clarity to avoid confusion with other phenomena that are similar but not the same. I start by exploring the two words ‘moral’ and ‘disquiet’ that constitute the phenomenon 'moral disquiet’. I explore the word disquiet in relation to three related phenomena: fear, distress, and critique. Then I investigate the connection between moral disquiet and tact as presented by van Manen. Finally, I bring in methodological and epistemological arguments to try to substantiate what I have been doing and why the phenomenon of ‘moral disquiet’ is a highly significant educational issue.
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