Confrontational partners?

Johanna F. Schwarz

pp. 63-78

in: Malte Brinkmann, Marc F. Bück, Sévérin S. Rödel (eds), Pädagogik - Phänomenologie, Berlin, Springer, 2017

Abstract

This contribution explores potential ties between phenomenology and pedagogy from a historical outline and relates them to the phenomenologically oriented methodology of the Innsbruck Vignette Research. Phenomenologically grounded educational research looks behind taken-for-granted opinions on which pedagogical knowledge rests. The exploration of experiential dimensions of learning at Austrian middle schools exposes aspects of riskiness, opacity and ambiguity of pedagogical action.