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2020 - Volume 4 - Number 1

Hermeneutic Phenomenology: Essence in Educational Research

Megh R. Dangal * megh@ku.edu.np * ORCID: 0000-0002-3067-7405
Kathmandu University, School of Arts, Department of Development Studies, NEPAL

Rupendra Joshi * rupendrajoshi11@gmail.com * ORCID: 0000-0003-0692-2092
Tribhuvan University, Faculty of Management, Lalitpur, NEPAL

Open Journal for Studies in Philosophy, 2020, 4(1), 25-42 * https://doi.org/10.32591/coas.ojsp.0401.03025d
Received: 16 June 2020 ▪ Accepted: 1 October 2020 ▪ Published Online: 26 October 2020

LICENCE: Creative Commons Attribution 4.0 International License.

ARTICLE (Full Text - PDF)

ABSTRACT:
This article shows how and why hermeneutic phenomenological research can promote knowledge and understanding in research practices in education. The main focus of the article is aimed to provide rich textual descriptions of the experiencing of selected phenomena in the life world of individuals that are able to connect with the experience of all. It gives a brief overview of hermeneutic phenomenology and discuss its use in research work in education. The paper also presents on the diverse field of application, recent developments and the essence of hermeneutic phenomenological in education research. The article further examines the philosophical standpoint and establishes its linkages with various other methodologies. Finally, paper concludes with Clark Moustakas phenomenological data analysis for the analysis of the gathered data consisting three main components: phenomenological reduction, imaginative variation, and synthesis to come to the conclusion. This article demonstrates and explores the value of hermeneutics as a credible, rigorous, and creative way to address the different aspects of professional practices and how hermeneutic phenomenology is useful in studying the personal and social facets of making psychological knowledge and searching for philosophical truth as a research methods in educational research.

KEY WORDS: phenomenology, hermeneutic phenomenology, phenomenon, essence, lived experience, educational research.

CORRESPONDING AUTHOR:
Megh R. Dangal, Kathmandu University, School of Arts, Department of Development Studies, Kathmandu, NEPAL. E-mail: megh@ku.edu.np.

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