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Lecturer(s)
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Veselský Pavel, Mgr. Ph.D.
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Course content
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1. Awareness as the condition of phenomenological approach in methodology - theoretical introduction, 2.-13. practical experiential training and its reflection.
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Learning activities and teaching methods
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Monologic Lecture(Interpretation, Training), Dialogic Lecture (Discussion, Dialog, Brainstorming), Work with Text (with Book, Textbook), Observation, Demonstration, Activating (Simulations, Games, Dramatization)
- Attendace
- 26 hours per semester
- Homework for Teaching
- 13 hours per semester
- Preparation for the Course Credit
- 15 hours per semester
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Learning outcomes
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For a nowadays, it seems to be often helpful to base its methodology on qualitative approach, which is (in contrast to quantitative one) open to the possibilities of bringing forth ontological and epistemological research aspects, having (also) its intention on questions of relation of researcher and the researched reality. The more qualitative approach takes care of reflection of dependent relationship between researcher and researched reality, or even the way of how researcher contributes to the construction of researched reality (that is quite often obviously inter-subjected), the more it seems useful to give direct experiential attention to the process of how the reality is constructed, or at the best of being aware of it. Its purpose is stressed especially when we follow phenomenological approach, mostly during its first phases of descriptive phenomenological analyses, when researcher is expected to be aware of his/her own prior concepts and images of phenomenon (Hendl, 2008, 129). Being aware of our own phenomenology seems - from this angle of view - a key condition of knowing inter-subjective reality. The course aim is, then, both: to support the students awareness to their phenomonology, first, and then, complete this awareness with reflection of chances and limits of phenomological inter-subjectivity (border between inner world of researcher and the researcher world). The process of increasing of awareness of phenolomenology of students will be - as a part of experiential training - supported specifically by selected aspects of following techniques, offered in the western scientific discourse: bodily based experiencing (focusing, Gendlin), awareness development (sati-therapy, Frýba), and possibly awareness supporting techniques of gestalt therapy, all followed by systematic reflection of students experience.
After successful passing the course student will have a higher level of awareness to his/her own phenomenology, optimally including awareness of the way how his or her phenomenology contributes to construction of inter-subjective phenomenology. He or she will be able to reflect this process and discuss it. Through this his/her capacity and competence as qualitative researcher will be enhanced, and the capacity of stepping back to reflect his or her prior concepts and images of reality supported.
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Prerequisites
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It is expected for students to be active and willing to pass experiential work during the seminar meetings. Students with any kind of mental problems, going through life crisis are strongly discouraged to attend the course.
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Assessment methods and criteria
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Student performance, Dialog, Systematic Observation of Student, Seminar Work
Active participation in class, fulfilling prescribed tasks, and partly also home study of chosen literature.
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Recommended literature
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FRÝBA, Mirko:. Psychologie zvládání života. Aplikace metody Abhidhamma. Boskovice: Albert, 2008..
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GENDLIN, Eugen, T.:. Experiencing and the creation of meaning. A philosophical and psychological approach to the subjective. New York: Macmillan Press, 1970.
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HÁJEK, Karel:. Tělesně zakotvené prožívání. Praha: Karolinum, 2002..
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HENDL, Jan:. Kvalitativní výzkum. Základní metody a aplikace. Praha: Portál, 2005..
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LOUČKOVÁ, Ivana:. Integrovaný přístup v sociálně vědním výzkumu. Praha: SLON, 2010..
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