Abstract
Design-based research (DBR) is a programme where researchers co-operate with practitioners to work out new solutions. In DBR researchers interfere in daily life and participate in practitioners’ working processes. One open question is: What kind of knowledge can be generated in these projects? My starting point here is a DBR project in vocational education and training in Germany which is used for an investigation of the epistemological background of this kind of research enterprise. The characteristics of DBR are reflected on the basis of phenomenological and hermeneutical approaches. The basic assumptions of these concepts are introduced and applied to the DBR approach to show how DBR generally works and how, specially, features of DBR like participation in daily life, co-operation with practitioners, gathering knowledge in the field a. s. o. can be handled.
 The line of argumentation in this contribution is a radical switch between practical questions in daily work in DBR on one hand and theoretical re-assurance on the other hand. For researchers, DBR is an enterprise in a new world. The analytical paradigm does not prepare the voyagers for this journey. Therefore the non-analytic continental tradition of philosophy has to be re-discovered.
Highlights
In the Design-based research (DBR) project which I here refer to we developed among other things learning arrangements to foster self-regulated learning
From this point of view, the contribution is an attempt to reflect one’s own work in social fields
Summary
Understanding someone means to get into a personal interaction between at least two subjects: ‘It is through immediate perception of, and embodied interaction with others that we gain our primary experience of their feelings and intentions, without recourse to inner theories or simulations This approach focuses on the expressive bodily behaviour, inter-bodily resonance, intentions as visible in action and the shared situational context in order to explain social understanding’ (Fuchs 2016). The examples for empathy, textual reality, and second-person perspective from one work process in the case study illustrate what inter-subjectivity in phenomenological approach refers to. It is not the idea of implementing research methods to receive identical results like it is understood in the Cartesian approach. Inter-subjectivity refers to a matching of experiences of actors in a communication process between researchers and practitioners as well as between researches involved in the project itself or in similar projects
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