Existential Phenomenological Classroom: Story Telling

The students were introduced to the concept of existential phenomenology. We discussed other importance concepts related to the subject. Bellow, there are presented some of the ideas that frame the existential phenomenological approach as a viable epistemological model to apply in the classroom.

CONCEPTS

 

—Phenomenology: A philosophical “practice/method” of observing, recording, and interpreting “lived experience” through vivid and detailed descriptions. The practice of phenomenology seeks to expose, uncover, or reveal “universal” elements of human existence that structure our practical, “particular” empirical situations. 

—Transcendental Phenomenology: Largely developed by Husserl, is a philosophical approach to qualitative research methodology seeking to understand human experience.

—Existential Phenomenology: Whereas Husserl saw the task of transcendental phenomenology to be that o describing the lived world from the viewpoint of a detached observer, existential phenomenology insists that the observer cannot separate himself from the world

Existentialism

Existentialism is a modern philosophy emerging (existence-philosophy) from the 19th century, inspired by such thinkers as Kierkegaard and Nietzsche. Unlike traditional philosophy, which focuses on “objective” instances of truth, existentialism is concerned with the subjective, or personal, aspects of existence.

—Existentialism is not a systematic philosophy, with a hard and fast method of analysis, such as the “scientific method.” Rather, existentialism is a way of existing wherein we inquire into our existence – our Being is at issue and so we inquire into the things that have a deep and personal meaning for us! 

—In the pursuit to understand our lives in connection with others, we begin to recognize common themes emerging, such as the meaning and importance of freedom, responsibility, death, suffering, guilt, and the place of authentic values in human life.

Educational Research

In contemporary educational research it is more common to run across the terms phenomenology and hermeneutics to describe research as opposed to existentialism.

For the most part, phenomenology is hermeneutics, that is, our descriptions of “lived experience” must strive to be interpretive.

Philosophical Hermeneutics is the philosophical “practice” of interpreting “texts” of all types, e.g., works of art, literary texts, human beings, social institutions, etc.

Its goal is not to arrive at categorical solutions to its inquiries, but rather to clarify and deepen our understanding of the things that we engage. In one manner or another all phenomenological philosophy is hermeneutic, that is, interpretive. Interpretation is a co-creative act that involves personal growth.

Common Themes of Existentialism and Phenomenology

—There is a suspicion and distrust of grand (narratives) explanations for phenomena that are grounded in the primacy of human “reason.”

—The belief in a multi-perspective model for knowledge (epistemology) – there are in fact many legitimate ways of knowing the world.

—The understanding that we do not have an “essence” given over in advance of our life – we enter the world and then proceed to create our “essence” through free, autonomous choice. 

—All perception and intentional conscious acts transpire within a “horizon,” or context, which indicates, against Descartes, that the human is already a being-in-the-world, and not separated off from it, as in dualist philosophy.

Aims and Curriculum

—Existential philosophy offers the possibility to overcome the “polarity” that exists between the subjective/objective,

internal/external, either/or rationale for programmatic curriculum making. 

For example, it calls attention to a curriculum that privileges certain modes of knowing about others, such as an

epistemological model favoring analytic-logical-empirical clusters of

knowledge over more intangible forms of knowledge, those associated with the arts, which

include the intuitive-perceptual model of knowledge.

Pedagogy and Role of the Teacher

*     The method of pedagogy must allow for the student’s development of her own unique possibilities, which is why the existentialists would reject a standardized curriculum and an authoritarian model for teaching. 

*     An “existential” curriculum would include a diverse content as well as an array of varied pedagogical methods, which would, importantly, include ample opportunities for peer initiated and peer-directed learning.
 

*    Educators should plan lessons that embrace and incorporate aspects of the student’s emotional and intellectual autobiography (Grumet, 1992). However, it is not only the aspects of one’s unique life story that matter, it is also important that students understand the major role that “history” and “heritage” play in shaping who we become - history’s authentic role not only forges our past but as well contributes to the future enactment of our possibilities that we gather from our “heritage”.

*     The instructional methods employed should not be resemble the out-dated authoritarian model, where the teacher is the “superior” possessor of knowledge and the student the “inferior,” empty vessel waiting to be filled (Freire, 1970). 

*     Pedagogical techniques should stress the co-creative, co-responsive, and co-participatory aspects of education. This is not to indicate that the teacher allows the student to dictate each and every aspect of her education, for teachers need to be in command of the subject matter in order to first tailor it to fit the students needs. In relation to this issue, Heidegger (1952) famously stated that the most  difficult task for educators was to learn how to let students learn.

*     Importantly, the teacher needs to be aware of his/her deep and substantial responsibility as a “creator” of values, for when he/she chooses, be it an activity, textbook, a method for giving directions, or simply a way of holding him/herself to address the class, he/she is simultaneously “choosing for the students.”

He/she is endorsing values and stating: “I value X, you too should value X.”

STORIES

       Homeless Teenager

On the way to school today, I was stuck in traffic.  While I was sitting in my car, I noticed a homeless person walking towards the front of my car.  I saw that she was holding a sign that stated that she is recently pregnant.  When I looked at her face, she seemed to be younger than me, and because of this, I started to feel very sad for her.  I decided to think of ways I could help her without giving her money, so I pulled down my window to hear what she had to say.  She immediately asked me for money, but I told her I would rather offer my advice.  However, she did not want my advice, so I drove away angry and frustrated.  I felt like she should have been more open to any sort of help she could get.  This taught me that homeless people do not always have the best intentions.  

Dark Skies and Cold Streets

My name is Lilly and I grew up during the great depression, where the skies were dark and the streets were cold. I found myself taking on responsibilities that adults should be doing. I was shining shoes for pennies in order to bring home bread for the family. As I grew older I looked to the wrong people for happiness, and as a result I ended up getting knocked up by a man who offered me a deal I couldn't pass up. He offered to send me to college and come out without loans, under one condition I couldn't tell his wife. I had my daughter Serena, I knew I had to do it for her, so I accepted the offer and the next year I ended up at Columbia. He was an alumni who donated astronomical amounts of money to the university each year. I graduated top of my class and accepted an offer as the first woman to hold a position at Goldman Sachs. Today, my daughter is 20 years old and I've never been happier. 

With Me Every Step 

My name is Taylor. I have a loving family, a dog, and a nice house and then I got sick with cancer. I always worked hard for good grades and was a good friend to everyone.  I don’t know why I deserved to get sick. I got diagnosed with thyroid cancer when I was 16 and my life was never the same.  Ever since I was little I wanted to be a dancer but ever since I got sick I realized it was no longer a possibility. Rounds of chemotherapy and radiation took the energy out of my life. But luckily my family was with me every step of the way. I remember the first Christmas I was sick my whole family came into town and every one of them gave me such wonderful gifts. My favorite was a big cashmere sweater. After two years of intense treatment and therapies, I got the exciting news that I was cancer free! I applied to college and got into Harvard and plan to go to medical school to find a cure for the disease that once held me back. 

Mima's Bakery

I’m going to tell you a story… It all started with a recipe on a box. Vanilla filled and chocolate frosting had my heart. Grandma came through the doorway and taught me how to start from scratch. From cracking an egg to kneading the dough, from chocolate cake to key lime pie, “testing” the batter was my favorite part. Grandma passed, but her skills are forever instilled in me. Her house remained empty, almost always with the smell of warm cake in the oven, that’s where I spent my days without her until the idea of baking seemed foreign to me. My days began to be filled with job searches and unlucky interviews. I hit rock bottom. Little did I know that one Autumn Sunday evening, looking for the last bit of food I had in the cupboard, would start my new adventure and the opening of Mima’s Bakery. 

First Love

I have been given many choices and chances of which I regret there are none. I am
quick to love and easy to fool so I believe my heart is hardened. For example, when I
was10, a girl named Brittany, who had been in my class since I was 8 years old, told me 
that this year I would be her boyfriend. I liked Brittany since I first saw her, but the year 
before, she was my best friend's girlfriend and she eventually broke my heart,. If you 
can't guess, even though I didn't see it coming. she moved on when I turned 11. I have 
plenty life left to live and I’m excited and cautious about what happens next.Money was 

Alone

With three kids, two in private school, one about to start college, money was tight. I 

kept this to myself, not wanting to worry my wife or kids. I was approached my 

someone with an “easy” way to make money. I worked at Google and knew what was 

coming for the company. I made the mistake of sharing private information and making 

profits off of it multiple times. The money was flowing in, I did not stop to think about 

the repercussions. I was rich and was able to supply my family whatever they wanted. I 

felt on top of the world. The FBI comes pounding on my door one Sunday afternoon. 

From that moment, I knew I made a grave mistake. The truth came out and I lost it all- 

my job, my family and my money. I am now alone and regret my decisions every day. I 

wish I had paused to think, “Is the money worth it?"

Love Story

There was a girl, great childhood and loving family. Then came the day her parents got divorced and her view on love changed forever. She became reserved, didn’t trust men and did not want to start a family of her own. 

Her dad cheated on her mom when she was in high school getting ready to go to college. He left the house when she was on her senior trip the summer before college. She was furious, hurt, blind sided. He was her role model and best friend. When the time came she was so ready to leave her small bubble and parents.  She hated the negative energy and wanted to start over. 

She moved across the country for college and was hoping for a fresh start. She had a really rough start to school, had a hard time making friends, and she felt like an outsider. However, she met a guy in the business school and he made her feel special and welcomed. He changed her opinion on love and now they’ve been married for 35 years with 3 kids.