Phenomenological Lens Research Articles

Aging services workers in the pandemic: Voiced experience of senior center staff & case workers

The pandemic necessitated immediate shutdown of senior centers, requiring a rapid pivot in the delivery of services to older adults by direct care workers. We provided psychosocial support to older adult service personnel-including Aging and Adult Services case workers and Senior Center Staff, and conducted focus groups with staff at intervals to capture the mid-point of the pandemic (peak of older adult deaths), onset of vaccine availability and the re-entry phase as programs re-opened. We evaluated coping and self-efficacy of workers and discerned sustained high levels of coping and perceived job performance. Using a phenomenological lens, we analyzed transcribed recordings, generated codes, and created categories of experiences. Several themes emerged: personal and professional resilience, passion for serving older adults, motivation to perform their job well, stress of not having face-to-face contact with clients, insufficient resources-especially in rural areas, lack of essential training, feeling disjointed as a team, and work-life balance. Over the course of the pandemic, workers expressed increasing resiliency and skills to navigate the pandemic, oscillations in their fears for their clients’ well-being, and gratitude that they kept their jobs and gained additional State resources. As the vaccine was available and utilized, and as senior centers were reopening, senior center staff were enthusiastic, yet case workers remained apprehensive about long-term consequences of the pandemic. This study affirms the role of direct care workers as essential and valuable. Yet, their expressed need for more education, psychosocial support, and community awareness of their service remains to be addressed.

Still Point of the Turning World

Schubert’s late instrumental music evokes a distinctive time-sense which not only expands the expressive potential of stylistic norms, but also invites deeper reflections on the relationship between the self and the world through his multilayered construction of temporal consciousness. The sense of now, towards which past and future gravitate, is particularly salient. In this article, I examine the formal, harmonic, topical processes through which Schubert constructs a vivid sense of the now in two movements from his late period, D. 956/ii and D. 959/ii, through the lens of phenomenology, drawing on conceptions of time as formulated by Husserl and Merleau-Ponty. I aim to bridge two fields together: first, the general theory of musical time, as has been delineated by Kramer, Barry and Clifton, which examines concepts such as linearity/nonlinearity, silence and stasis; and second, the scholarship on late Schubert, with key conceptual tools such as landscape, late style, lyricism, songfulness and interiority, formulated in the works of Adorno, Burnham, Mak and Taylor. I will also provide the cultural context of musical time in the early-nineteenth century, focusing on the wider paradigm shift from form-as-architecture to form-as-process in music. My analysis reflects a phenomenological orientation within a hermeneutic, narrative mode. I highlight the often disorienting subjective experience of time as evoked by moments that deflect from norms and expectations, specifically the tension between the transient nature of music and the sense of permanence evoked through Schubert’s cyclic, paratactic procedures. I then show how Schubert’s construal of temporal consciousness acquires a historiographical import and resonates with the broader intellectual world by framing it in terms of Schlegel’s three stages of history. I conclude by promoting phenomenological approaches in analysing Schubert’s works and nineteenth-century music at large.

Transforming a Rural Elementary School Through Invitational Education Practices

This case study discusses the transformative impact of implementing the tenets of Invitational Education (IE) theory and practice upon a rural elementary school and subsequent preparation of teacher candidates. Through the lens of hermeneutic phenomenology the researcher examined the transformative change as IE theory and practice was exhibited and communicated by students, teachers, administration, staff, families, and the community at large. As a result of implementation, the culture and climate of the school became more positive. People of all ages joined and experienced a metamorphosis that extended from the school into the community. Changes included improved student behavior, greater trust between families and teachers, increased parental involvement and an expansion of the school culture into the community. Between 2010, when there had been more than 100 days of Out-of-School Suspensions issued to students for aggressive behavior and 2013, when only 13 days were missed by students due to suspension (according to West Virginia Education Information System data), the elementary school evolved from a low-performing, negative environment into a child-centered hub of learning where the climate reflected familial connection and care beyond academics. This became evident in the interaction between students and their teachers, families with the school, and between employees within the elementary setting. This case study documents that journey through the lens of hermeneutic phenomenology for the purpose of replication at other schools.

The production of difference and “becoming Black”: The experiences of female Nigerian doctors and nurses working in the National Health Service

AbstractIn this article, we combine theory from cultural theorist Stuart Hall with phenomenological psychology to analyze the experiences of female Nigerian doctors and nurses working in the National Health Service (NHS). Drawing on 32 interviews with 24 nurses and doctors, our empirical analysis demonstrates how encounters with patients, colleagues and the structures of the NHS collapsed these health care professionals' identities into a single category of Black that produced them as racially different and inferior – a process we describe as “becoming Black.” In this analysis, we emphasize the utility of Hall's legacy to organizational analyses of experience, and the importance of centering race in such works, thereby adding to the wider literature on discrimination and identity. Hall's contributions offer us a framework for conceptualizing identity as in process, as arising in dialog with another, and framed in a historical context shaped by colonialism. Through a phenomenological lens we explore these identity processes, drawing out racialized experiences, and demonstrating “becoming Black” as a form of symbolic violence with real effects related to psychological distress and workplace precarity.

Countering the "Phenomenology of Whiteness": The Nation of Islam's Phenomenology of Blackness

The Nation of Islam (NOI) has intrigued American society since its inception in 1930. Historically, the religio-nationalist organization has been the object of admiration for its uncanny ability to reform the lives of downtrodden blacks. At the same time, the NOI has garnered condemnation for the controversial, racialized and divisive doctrine that it espouses. This condemnation has led to a dismissal of the NOI’s doctrine as reactionary, bigoted, and fanciful myth-making. In recent decades however, scholars have begun interrogating the doctrine of the NOI. Rather than dismissing it, scholars in various fields have recognized the critical and phenomenological nature of its doctrine as it goes about the “mental, physical, and spiritual resurrection” of black Americans. In this article, I interrogate three of the most controversial claims of the NOI: The White man is the devil, the Black man is God, and its endorsement of the separation of Blacks into their own territory. Viewed through the lens of phenomenology, I submit that the NOI’s doctrine and actions should be viewed as the establishment of an emancipative and recuperative “Phenomenology of Blackness” that counters a lifeworld built upon the disembodiment and dehumanization of Black bodies. Reframing the NOI’s doctrine in this way positions it as a linguistic, religiously stylized, praxis-oriented critical hermeneutic phenomenology.

Mothering from a Distance: The Lived Experiences of Filipina Transnational Mothers in Singapore

Transnational motherhood continues to grow among Filipina mothers. It resulted in economic prosperity and quality of life of Filipino families but caused family pressures within the sphere of motherhood. This qualitative study is grounded through the philosophical lens of phenomenology aimed to explore the lived experiences of transnational mothers. It seeks to understand their life history, present experiences that redefined their motherhood, and reflections of the future. The lived experiences of transnational mothers began with the experience of the personal and structural dimensions of poverty in the past. Their decision to embark on labor migration was primarily instrumental to alleviate their life condition. However, mothering from a distance has ensued emotional, social, and psychological strains. To cope with the situation, they observed four central coping ways: the role of faith and prayer; the repression of emotional strains through work and friends; focus and positive thinking; and the rationalization of distance by way of regular virtual communication and remittances. The hopes of transnational mothers revealed their yearning for family reunification predicated on improving their family life through financial security, savings, and children's education. This intersection between motherhood and labor migration has therefore created new family forms, structures, roles, meaning, and expectations.

Early childhood teachers' and managers' lived experiences of the COVID-19 pandemic in South Africa

The declaration of COVID-19 as a global pandemic by the World Health Organisation in March 2020 brought many changes to the early childhood sector internationally. The South African response is best understood in the context of an under-developed sector with pre-existing vulnerabilities. In this article, we present a contextual understanding of the lived experiences of early childhood development (ECD) teachers and managers during the lockdown and the opening phases of a risk-adjusted approach. Our use of a phenomenological lens together with systems theory provides a reality check through a focus on lived experiences. Data were produced through an online survey with 28 ECD teachers and managers. We conducted semi-structured interviews with a subset of 8 of these participants. Findings show that disruptions of COVID-19 led to entrenching inequities in service provision and early learning opportunities. These intersecting dimensions have implications for building effective ECD systems.

The Dance of Becoming: Pedagogy in Dance/Movement Therapy in the United States.

The purpose of this study was to begin to define pedagogical theory and practice in the field of dance/movement therapy (DMT). Fourteen DMT educators from American dance therapy association approved programs participated in the study, taking part in individual semi-structured interviews through a phenomenological lens. The participants had taught in the DMT field for at least five years and at most 44 years. Utilizing grounded theory methods, two focus groups were also conducted in which six DMT educators discussed initial qualitative themes from the individual interviews. Through an engaged process, participants were able to participate in the further defining of the study’s themes. Data were analyzed using grounded theory methods of initial and focused coding. The researcher also used member checking, peer review, and a personal research journal to name her own reflexive position within the emerging data. The researcher’s findings centered around six qualitative themes. These themes named the importance of the DMT student’s development of self-awareness including body identity, cultural identity, and professional identity all housed within the experience of embodied learning. Findings also named the importance of educator transparency and modeling in the classroom to create space for student exploration. Recommendations from the study aimed towards creating more opportunities for educators to collaborate and communicate across the field with the goal of creating best practices for DMT education. Also recommendation for DMT educators centered around clarity of expectations in the embodied self-reflective learning process.

Towards an integral pedagogy in the age of ‘digital Gestell’: Moving between embodied co-presence and telepresence in learning and teaching practices

Digitalisation offers a wide array of opportunities, but also challenges, for universities and business schools alike, regarding the provision and delivery of their teaching and learning activities. The COVID-19 pandemic has highlighted some of these challenges, as it forced educational institutions to move their pedagogic activities online in line with new governmental regulations. In this article, we identify and discuss critically the following three interconnected challenges: (1) shifting from direct embodied co-presence to technologically mediated telepresence, (2) re-embodying teaching and learning activities and (3) rethinking the purpose and relevance of teachings in business schools. We explore these challenges through a phenomenological lens, informed by the Heideggerian concepts of enframing ( Gestell) and releasement ( Gelassenheit), with a focus on (re-)embodiment. Finally, we discuss the need, for teachers and learners, to be able to reflectively move between embodied and digital(ised) forms of learning and teaching and outline some implications and perspectives regarding the development of an integral pedagogy.

Global bioethical challenges of medicalising psychedelics

Abstract Psychedelic-assisted psychotherapy is an emerging psychiatric treatment that is attracting significant scientific, medical, and public attention. Whilst preliminary results from empirical studies are promising, the medical use of these compounds is highly controversial. Surprisingly, and despite the current controversies caused by the re-medicalisation of psychedelics, bioethicists have remained mysteriously silent. This paper aims to stimulate further bioethical reflection regarding the re-medicalisation of psychedelics. The current paper aims to do this by applying a normative phenomenological lens of analysis. Namely, this paper applies Martin Heidegger's critique of modern technology, and Fredrik Svenaeus' extension of this critique, to the re-medicalisation of psychedelics. I argue that when this critique of modern technology is applied several normative issues become apparent. Specifically, it becomes apparent that the re-medicalisation of psychedelics risks turning the ecological sources, cultural contexts, and experiences induced by psychedelics into resources to be exploited for human goals; all of which risks endangering ecosystems, appropriating traditional knowledge, and reducing the therapeutic effects of psychedelic-assisted psychotherapy. Furthermore, I suggest that preserving non-reductionist, non-instrumentalising traditional ways of understanding psychedelic compounds is essential in mitigating these consequences. More discussion by bioethicists is necessary as these consequences represent important global challenges for the psychedelic renaissance that require immediate addressing.

The experience of musical jamming: Testing the fit of a model of hermeneutic phenomenology of spirituality in music education

The authors sought to test the fit of a new model of spirituality in music education by examining one jamming session through a hermeneutic phenomenological lens. In accordance with the work of Van der Merwe and Habron, the authors employ four lifeworld existentials as categories by which to organize the experience of the five musicians involved in a particular jam session. Participant researcher narratives are analyzed for fit with the model, and an analysis is reported. These narratives seem to support the existence of the guideposts inherent to the model. Furthermore, the researchers present a model as a way for situating the spirituality model in the context of an understanding of person, product, process, press, and position to inform the literature in creativity.

Queering digital media spatiality: a phenomenology of bodies being stopped

ABSTRACT How are we to understand the politics of location in our “hyper-space-biased” time of digital existence? This article revisits the debate on media and spatiality through the lens of critical phenomenology and argues for the need to recognize multiple forms of embodiment in mediaspace. With support from a case study on queer digital media use in Russia, it takes the socially circumscribed subject as its strategic starting point for understanding digital media space. By doing so, it argues that often referred to as tropes of a “seamless medialife” are not only simplifying things, but can easily become normative. In digital existence, some bodies and mobilities are quite literally stopped, and we cannot conflate how flesh travels and occupies space with how we might occupy and travel in code. In order to develop my argument, I will put media phenomenology in dialogue with queer phenomenology, but also hint at how we may take our cue from the field of existential media studies to further this debate on vulnerabilities and technology.

Online Dance Therapy for People With Parkinson’s Disease: Feasibility and Impact on Consumer Engagement

Background Therapeutic dancing can be beneficial for people living with Parkinson’s disease (PD), yet community-based classes can be difficult to access. Objective To evaluate the feasibility and impact of online therapeutic dancing classes for people in the early to mid-stages of PD. Methods Co-produced with people living with PD, physiotherapists, dance teachers and the local PD association, the ‘ParkinDANCE’ program was adapted to enable online delivery during the COVID-19 pandemic. Participants completed 8 one-hour sessions of online therapeutic dancing. Each person was assigned their own dance teacher and together they selected music for the classes. A mixed-methods design enabled analysis of feasibility and impact. Feasibility was quantified by attendance and adverse events. Impact was determined from individual narratives pertaining to consumer experiences and engagement, analysed with qualitative methods through a phenomenological lens. Results Attendance was high, with people attending 100% sessions. There were no adverse events. Impact was illustrated by the key themes from the in-depth interviews: (i) a sense of achievement, enjoyment and mastery occurred with online dance; (ii) project co-design facilitated participant engagement; (iii) dance instructor capabilities, knowledge and skills facilitated positive outcomes; (iv) music choices were key; and (v) participants were able to quickly adapt to online delivery with support and resources. Conclusions Online dance therapy was safe, feasible and perceived to be of benefit in this sample of early adopters. During the pandemic, it was a viable form of structured physical activity. For the future, online dance may afford benefits to health, well-being and social engagement.

‘Just like breathing’: A portrait of an 85-year-old veteran teacher

ABSTRACT Through a phenomenological lens of portraiture methodology, this article explores the career experiences of a veteran acting teacher who, at the age of 85 years, remains highly passionate and dedicated to his work with younger aspiring actors. The article reveals how for this veteran teacher, his strong teacher identity characterised by a quest for challenge and a commitment to career-long professional development are significant to maintaining relevance and passion for teaching. As many countries grapple with issues surrounding the retention of veteran teachers, understanding the ways in which he maintains his passion and commitment over succumbing to stress and burn out like so many teachers in the performing arts is timely.

A Journey Through Romantic Heartbreak and Psychological Growth: An Exploratory Phenomenological Study of Adult Females

Romantic heartbreak is common, affects all genders, and does not spare the adolescent or adult. While some recover and experience growth beyond their pre-break-up state, others do not fully recover. What are the factors that facilitate or impede recovery? Could there be restoration for heartbreak? These are some questions that this study set out to explore. Using a phenomenological lens, eight Caucasian adult females who self-reported as experiencing heartbreak from heterosexual and same sex relationships were interviewed. Emerging themes from transcribed and coded interviews included relational evolution, decline, end, rumination, and recovery. While each relational phase transitioned to the next, the path of rumination influenced participants’ level of recovery. Results indicated that participants who exhibited productive rumination eventually achieved a state of mental and spiritual renewal. Several implications are discussed, including how counselors may help to facilitate productive client rumination and renewal post heartbreak.

Contemporary science practice in the classroom: a phenomenological exploration into how online curriculum resources can facilitate learning

ABSTRACT Using a phenomenological lens, we investigated how online curriculum resources can support secondary science teachers to explore contemporary science practices with their students. The research used a social constructivist theoretical and a hermeneutic phenomenology methodological framework to describe and interpret the teacher/participants’ experience. Seven participants teaching science to Year 7–10 students (12–15 years old) engaged in the research project, trialling selected contemporary science resources in their class. Pre and post intervention interviews were conducted with each participant along with classroom observations of one lesson to view aspects of the effectiveness of the resource, the teachers’ approach and their perceptions of student learning and engagement. Discussion focuses on how the online curriculum resources presented alternative views about science in practice to what students expect, providing an in-depth view of scientists and their research practices in varied settings. Affordances of this approach for bringing real science into the classroom and for improving student engagement and learning are considered. The findings point to the approach being potentially a productive, scalable way forward for introducing contemporary science practice into classrooms. We advocate further research investigating the potential of this type of online curriculum resource to connect students more powerfully with scientists and their practices.

Living with embodied vibrations: Sensory experiences following a traumatic brain injury

Based on autoethnography, this article adopts a (neuro)phenomenological lens to explore sensory experiences following a traumatic brain injury (TBI). Although focussing particularly on pain, vision, hearing, and somatic experiences connected with sleep, we also touch on how these are interwoven with other symptoms associated with TBIs. We use these experiences to enliven, and thereby enrich, clinical constructions and understandings of ‘sensitivity’ to light and to noise, as well as ‘sleep disturbance’. We conclude with a discussion of how these sensory experiences can be understood in relation to embodied dynamics of vibration, oscillation, and (stochastic) resonance. The article closes with the suggestion that an embodied, sensorial, and phenomenologically informed analysis of the experiences of people with TBIs, particularly in relation, for example, to embodied sensations and perceptions of vibration, might provide novel insights for research and clinical practice.

Academic Advising and Video Games: A Phenomenological Analysis

This article examines video games and their influence on one particular career field: academic advising. The authors define video games, learning from video games, academic advising, and the connection between the two fields in a phenomenological lens. With the popularity of video games and the field of academic advising, there are many similarities, influences, and lessons to explore. This article examines broader practical and metaphorical connections between the popular media of video games and interactions within the workspace of academic advising.

Leisure and the Therapeutic Relationship: Contributing to Meaningful Lives

The primary goal of human beings is creating meaningful, healthy lives out of their existence, a task tailored to therapeutic recreation (TR). In this article, the core elements of TR, leisure and the helping relationship between professionals and service recipients, are examined through the lens of hermeneutic phenomenology. Hermeneutic phenomenology is a philosophical perspective centered on understanding how people interpret and assign meanings to lived experiences. Applying the philosophical perspective to TR, leisure generates meaningful experiences that therapeutic recreation specialists (TRSs) and service recipients collaboratively weave into personal narratives. The result is service recipients living well and flourishing. Conceiving of TR in this manner entails that our services are germane for all people.

What do they think and why it matters? Views of administrators and faculty on the use of Massively Multiplayer Online Games for Learning

Administrators and faculty lead play salient roles in technology integration projects in higher education. Yet, there is little to no availability of information regarding their shared experiences and perceptions as leaders and as decisionmakers in such projects. This article reports the findings of an investigation on problems and challenges associated with technology integration in classrooms and adapting video game in curriculum reform projects, using a Hermeneutic Phenomenological lens in the context of administrator and faculty perceptions. For this study, the researcher interviewed 6 administrators/ faculty members who were key stakeholders in a technology integration in curriculum projects using Massively Multiplayer Online video games in Business courses. The researcher was the lead designer of the project and the data for this study was gathered pre- and post-project completion and reporting of results. The data produced some absorbing and novel results including the motivational pull of video game content versus gameplay usage, developing perspicacity for design project collaboration, and effective procedural approaches to curriculum design/re-design using technology. These findings suggest a paradigm shift in the way video games may be used for education, based on compelling discussions that non-gameplay related contents from video games may be as motivational as playing the games. These contents include the information on game characters and settings within game sites, game wikis, video tutorials, blogs, and game fan sites. The article shares discussions on the possible development of an Instructional Design Model, fusing gameplay with game content in the curriculum. Implications for future research are also shared.