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- W2557555152 abstract "In time, phenomenology has become a viable approach to conducting qualitative studies in education. Popular and well-established methods include descriptive and hermeneutic phenomenology. Based on critiques of the essentialism and receptivity of these two methods, however, this article offers a third variation of empirical phenomenology: Postphenomenology. The article introduces postphenomenology, a philosophy of technology that highlights the importance of technological mediation of experience: Technologies transform our perceptions (amplify/reduce) and translate our actions (invite/inhibit). Based on this framework, two approaches to empirical fieldwork are suggested: In-depth exploration of the typical use of a given technology and critical comparison of multiple versions of a technology. It is argued that using postphenomenology as a research method helps researchers explore technological mediation, a vital and oft-neglected aspect of educational practice, but the method simultaneously entails epistemological commitments such as multistability, reflexivity, and posthumanism. The article concludes by discussing future challenges for the postphenomenological method." @default.
- W2557555152 created "2016-12-08" @default.
- W2557555152 creator A5041030859 @default.
- W2557555152 date "2016-11-30" @default.
- W2557555152 modified "2023-10-13" @default.
- W2557555152 title "Introducing postphenomenological research: a brief and selective sketch of phenomenological research methods" @default.
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- W2557555152 doi "https://doi.org/10.1080/09518398.2016.1263884" @default.
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