Writing in the Dark: Phenomenological Studies in Interpretive Inquiry / Edition 1

by Max van Manen

Overview

Bestselling author Max van Manen’s Writing in the Dark brings together a wide range of studies of relevance to qualitative researchers and professional practitioners. Each of the sixteen original chapters by accomplished scholars serves as an example of how a different kind of human experience may be explored, and of how the methods used for investigating phenomena may contribute to the process of human understanding. Van Manen provides the opening and closing chapters for the book, and also an introduction to each selection. This book is a valuable and rich resource for people who would like to learn more about phenomenological reflection and writing.Van Manen and his contributing authors:-Show how the challenge of doing qualitative research can be pursued through the process of inquiry, reflection and writing-Are from a variety of fields such as education, health sciences, psychology, arts and design, communication technology, and religious studies-Include numerous recognizable human experiences including common ones, forgotten ones, and ritualized ones

Product Details

ISBN-13:	9781629584225
Publisher:	Taylor & Francis
Publication date:	01/31/2003
Edition description:	Reprint
Pages:	260
Product dimensions:	6.00(w) x 8.90(h) x 0.70(d)

About the Author

Max van Manen is emeritus Professor in Research Methods, Pedagogy and Curriculum Studies in the Faculty of Education at the University of Alberta and Adjunct Professor at the University of Victoria. He is the leading proponent of the practice and meaning of phenomenological inquiry in pedagogy, psychology, health science, and the human sciences. He is author of books on phenomenology and on pedagogy, including Childhood’s Secrets: Intimacy, Privacy, and the Self Reconsidered  (with Bas Levering, 1996), Phenomenology of Practice: Meaning-Giving Methods in Phenomenological Research and Writing (2014), and Pedagogical Tact: Knowing What to Do When You Don’t Know What to Do  (2015). He has had his books translated into many languages. Max van Manen has also authored numerous articles and chapters on pedagogy, health science, curriculum, qualitative research methods, and phenomenology. He founded the journal Phenomenology and Pedagogy and developed the website PhenomenologyOnline. He is recipient of an honorary doctorate, and he was awarded the Lifetime Achievement Award by the Curriculum Division of the American Educational Research Association among many other awards and distinctions.

Table of Contents

Preface Chapter 1 Writing Phenomenology Max van Manen Chapter 2 Ritualized Experiences The Nursing “How Are You?” Brenda L. Cameron Chapter 3 Aesthetic Experiences Drawing to Attention Rose Montgomery-Whicher Chapter 4 Common Experiences “The Look” in Teacher’s Performance Evaluation Peggy Ann Howard Chapter 5 Uncommon Experiences Living with “Obsessive Compulsive Disorder” Mary Haase Chapter 6 Variable Experiences Classroom Conversation Shuying Li Chapter 7 Novel Experiences Keeping in Touch by Electronic Mail Teresa Dobson Chapter 8 Modern Experiences Stepmothering Verna Schmidt Chapter 9 Ambiguous Experiences Modes of Waiting Mikio Fujita Chapter 10 Ineffable Experiences Memories of Breathing Monica Clarke Chapter 11 Forgotten Experiences When a Child Feels Left Alone Anna Kirova Chapter 12 Remembered Experiences Remembering the Childhood Loss of a Mother Darlene L. Witte-Townsend Chapter 13 Scientized Experiences Experiencing Diagnosis Yvonne Hayne Chapter 14 Cultivated Experiences Learning Retreat Meditation Philo Hove Chapter 15 Technological Experiences Is there a Body in this Class? Norm Friesen Chapter 16 Writing in the Dark Max van Manen

Editorial Reviews

This is not a how-to manual on phenomenological writing. Rather, it is a wonderfully readable invitation to students and teachers of interpretive inquiry who are serious about honing their writing sensibilities (and skills). Read Writing in the Dark; it is a book worth reading slowly and thoughtfully.”

—Irena Madjar, The University of Newcastle, NSW

From the Publisher