This is one of the papers from our 2017 Annual Conference, the Future of Phenomenology. Information and the full conference booklet can be found at www.britishphenomenology.org.uk
This paper reports on the practical application of phenomenology in exploring the experience of pre-service teachers during their school placement as part of their course of teacher education. Whilst there has been much written about teacher education as a whole, there is relatively little research focused specifically on the experience of pre-service teachers as they work through their time in school. For this study, individual interviews were carried out with eleven participants on three separate occasions as part of doctoral work into the development of their subject knowledge. The paper will begin with an overview of the context of school experience where individuals enter new environments, developing relationships with staff and pupils, get to grips with unfamiliar systems and routines as well as acquiring new knowle dge about their subject(s). The paper will then critique some of the existing ways of looking at placement such as community of practice, activity theory and social constructivism that all frame the experience within relatively pre-determined structures. This paper then highlights the value of phenomenology in bringing new insights about what takes place, and the experience of the individuals. It will also discuss the importance of making appropriate choices, based on value judgments about which phenomenological traditions and perspectives might prove fruitful. One of the most significant challenges for the study was in making choices about the processes of data explication given the various traditions within phenomenology and the significant figures such as Husserl and Heidegger who have come to represent seemingly different approaches. For researchers new to phenomenology it is necessary to develop a full understanding of this and the paper will highlight some of the challenges met. Finally the findings of the research study will be presented and ideas for further study discussed.
Prabhsharanbir Singh - The Auseinandersetzung with Colonialism and the Oblivion of Other Beginnings in Heidegger’s History of Being
Salvatore Spina - “Sacrificing for Being”: Opfer and Seinsfrage in Heidegger’s Black Notebooks
Lin Ma - On the Double Role of Going-Under in the History of Beyng – Thinking beneath and beyond Heidegger’s Ponderings in the Black Notebooks
Matthew Kruger-Ross - What can Heidegger teach us? After the Black Notebooks
Gülben Salman - From Pseudos to Falsum: Heidegger on Truth
Niall Keane - The World as Natural or Abysmal? The Threat of Naturalism and the History of Beyng
Babette Babich - Heidegger on Nietzsche’s ‘Rediscovery’ of the Greeks: Machenschaft and Seynsgeschichte in the Black Notebooks
Ullrich Haase - How can the Black Notebooks Enlighten us about the Question for the History of Being?
Zeigam Azizov – Without Origins: Husserl’s ‘temporal objects’ in the light of nonessentialist thinking
Tingwen Li – What If We Exclude Ready-mades from the Artworld?
Tarjej Larsen – Husserl's Circularity Argument for the Epoché
Rona Cohen – “Taking Flesh” in Heidegger: On Dasein’s Bodying Forth
Rhoda Ellis – Being, the Gallery and Virtual Reality: An Artist’s Take on Building
Philip Tovey – Temporal range, future mandate and strategic shaping; the existential and cognitive phenomenological ethics of preventative policing
Peter Wilson – Phenomenology and causal entities in psychiatry
Marcel Dubovec – The Inner Structure of Heidegger’s Concept of Freedom
Lorenzo Girardi – The Constitution of the One World: Faith in Husserl’s Philosophy
Julio Andrade – Normative provisionality as a means to navigate Levinasian infinite responsibility
James Rakoczi – Moving without movement: Merleau-Ponty’s “I can” in cases of global paralysis
Jack Price – Adorno and Scheler on Action and Experience
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