{"id":35,"date":"2023-05-22T08:21:11","date_gmt":"2023-05-22T08:21:11","guid":{"rendered":"https:\/\/openpub.libraries.rutgers.edu\/qualgo2\/chapter\/__unknown__-6\/"},"modified":"2025-06-14T13:54:38","modified_gmt":"2025-06-14T13:54:38","slug":"__unknown__-6","status":"publish","type":"chapter","link":"https:\/\/openpub.libraries.rutgers.edu\/qualgo2\/chapter\/__unknown__-6\/","title":{"raw":"Chapter 6: Phenomenology","rendered":"Chapter 6: Phenomenology"},"content":{"raw":"
\n
\n

Learning outcomes<\/strong><\/h2>\n

Upon completion of this chapter, you should be able to:<\/p>\n\n

    \n \t
  • Identify the key terms, concepts and approaches used in phenomenology.<\/li>\n \t
  • Explain the data collection methods and analysis for phenomenology.<\/li>\n \t
  • Discuss the advantages and disadvantages of phenomenological research.<\/li>\n<\/ul>\n<\/div>\n

    What is phenomenology<\/strong>?<\/strong><\/h2>\n

    The key concept in phenomenological studies is the individual<\/em>.<\/p>\n

    Phenomenology is a method and a philosophical approach, influenced by different paradigms and disciplines.1<\/sup><\/p>\n

    Phenomenology is the everyday world from the viewpoint of the person. In this viewpoint, the emphasis is on how the individual constructs their lifeworld and seeks to understand the \u2018taken for granted-ness\u2019 of life and experiences.2,3<\/sup> Phenomenology is a practice that seeks to understand, describe and interpret human behaviour and the meaning individuals make of their experiences; it focuses on what<\/em> was experienced and how<\/em> it was experienced.4<\/sup> Phenomenology deals with perceptions or meanings, attitudes and beliefs, as well as feelings and emotions. The emphasis is on the lived experience and the sense an individual makes of those experiences. Since the primary source of data is the experience of the individual being studied, in-depth interviews are the most common means of data collection (see Chapter 13). Depending on the aim and research questions of the study, the method of analysis is either thematic or interpretive phenomenological analysis (Section 4).<\/p>\n\n

    Types of phenomenology<\/strong><\/h2>\n

    Descriptive phenomenology<\/strong> (also known as \u2018transcendental phenomenology\u2019) was founded by Edmund Husserl (1859\u20131938). It focuses on phenomena as perceived by the individual.4<\/sup> When reflecting on the recent phenomenon of the COVID-19 pandemic, it is clear that there is a collective experience of the pandemic and an individual experience, in which each person\u2019s experience is influenced by their life circumstances, such as their living situation, employment, education, prior experiences with infectious diseases and health status. In addition, an individual\u2019s life circumstances, personality, coping skills, culture, family of origin, where they live in the world and the politics of their society also influence their experience of the pandemic. Hence, the objectiveness of the pandemic is intertwined with the subjectiveness of the individual living in the pandemic.<\/p>\n

    Husserl states that descriptive phenomenological inquiry should be free of assumption and theory, to enable phenomenological reduction (or phenomenological intuiting).1<\/sup> Phenomenological reduction means putting aside all judgements or beliefs about the external world and taking nothing for granted in everyday reality.5<\/sup> This concept gave rise to a practice called \u2018bracketing\u2019 \u2014 a method of acknowledging the researcher\u2019s preconceptions, assumptions, experiences and \u2018knowing\u2019 of a phenomenon. Bracketing is an attempt by the researcher to encounter the phenomenon in as \u2018free and as unprejudiced way as possible so that it can be precisely described and understood\u2019.1(p132)<\/sup> While there is not much guidance on how<\/em> to bracket, the advice provided to researchers is to record in detail the process undertaken, to provide transparency for others. Bracketing starts with reflection: a helpful practice is for the researcher to ask the following questions and write their answers as they occur, without overthinking their responses (see Box 1). This is a practice that ideally should be done multiple times during the research process: at the conception of the research idea and during design, data collection, analysis and reporting.<\/p>\n\n

    \n
    Box 6.1 Example<\/strong>s of<\/strong> bracketing prompts<\/strong><\/h5>\n

    How does my education, family background (culture), religion, politics and job relate to this topic or phenomenon?<\/p>\n

    What is my previous experience of this topic or phenomenon? Do I have negative and\/or positive reactions to this topic or phenomenon? What has led to this reaction?<\/p>\n

    What have I read or understood about this topic or phenomenon?<\/p>\n

    What are my beliefs and attitudes about this topic or phenomenon? What assumptions am I making?<\/p>\n\n<\/div>\n

    Interpretive<\/strong> or <\/strong>hermeneutic phenomenology<\/strong> was founded by Martin Heidegger (1889\u20131976), a junior colleague of Husserl. It focuses on the nature of being and the relationship between an individual and their lifeworld. While Heidegger\u2019s initial work and thinking aligned with Husserl\u2019s, he later challenged several elements of descriptive phenomenology, leading to a philosophical separation in ideas. Husserl\u2019s descriptive phenomenology takes an epistemological (knowledge) focus while Heidegger\u2019s interest was in ontology4<\/sup> (the nature of reality), with the key phrase \u2018being-in-the-world\u2019 referencing how humans exist, act or participate in the world.1<\/sup> In descriptive phenomenology, the practice of bracketing is endorsed and experience is stripped from context to examine and understand it.<\/p>\n

    Interpretive or hermeneutic phenomenology embraces the intertwining of an individual\u2019s subjective experience with their social, cultural and political contexts, regardless of whether they are conscious of this influence.4<\/sup> Interpretive or hermeneutic phenomenology moves beyond description to the interpretation of the phenomenon and the study of meanings through the lifeworld of the individual. While the researcher\u2019s knowledge, experience, assumptions and beliefs are valued, they do need to be acknowledged as part of the process of analysis.4<\/sup><\/p>\n

    For example, Singh and colleagues wanted to understand the experiences of managers involved in the implementation of quality improvement projects in an assisted living facility, and thus they conducted a hermeneutic phenomenology study.6<\/sup> The objective was to \u2018understand how managers define the quality of patient care and administrative processes\u2019, alongside an exploration of the participant's perspectives of leadership and challenges to the implementation of quality improvement strategies.(p3)<\/sup> Semi-structured interviews (60\u201375 minutes in duration) were conducted with six managers and data was analysed using inductive thematic techniques.<\/p>\n

    New phenomenology<\/strong>,<\/strong> or<\/strong> American phenomenology<\/strong>, <\/strong>has initiated a transition in the focus of phenomenology from the nature and understanding of the phenomenon to the lived experience of individuals experiencing the phenomenon. This transition may seem subtle but fundamentally is related to a shift away from the philosophical approaches of Husserl and Heidegger to an applied approach to research.1<\/sup> New phenomenology does not undergo the phenomenological reductionist approach outlined by Husserl to examine and understand the essence of the phenomenon. Dowling1<\/sup> emphasises that this phenomenological reduction, which leads to an attempt to disengage the researcher from the participant, is not desired or practical in applied research such as in nursing studies. Hence, new phenomenology is aligned with interpretive phenomenology, embracing the intersubjectivity (shared subjective experiences between two or more people) of the research approach.1<\/sup><\/p>\n

    Another feature of new phenomenology is the positioning of culture in the analysis of an individual\u2019s experience. This is not the case for the traditional phenomenological approaches1<\/sup>;\u00a0 hence, philosophical approaches by European philosophers Husserl and Heidegger can be used if the objective is to explore or understand the phenomenon itself or the object of the participant\u2019s experience. The methods of new phenomenology, or American phenomenology, should be applied if the researcher seeks to understand a person\u2019s experience(s) of the phenomenon.1<\/sup><\/p>\n

    See Table 6.1. for two different examples of phenomenological research.<\/p>\n\n

    Advantages and disadvantages of phenomenological research<\/strong><\/h2>\n

    Phenomenology has many advantages, including that it can present authentic accounts of complex phenomena; it is a humanistic style of research that demonstrates respect for the whole individual; and the descriptions of experiences can tell an interesting story about the phenomenon and the individuals experiencing it.7<\/sup> Criticisms of phenomenology tend to focus on the individuality of the results, which makes them non-generalisable, considered too subjective and therefore invalid. However, the reason a researcher may choose a phenomenological approach is to understand the individual, subjective experiences of an individual; thus, as with many qualitative research designs, the findings will not be generalisable to a larger population.7,8<\/sup><\/p>\n[table id=17 \/]\n

    Summary<\/strong><\/h2>\n

    Phenomenology focuses on understanding a phenomenon from the perspective of individual experience (descriptive and interpretive phenomenology) or from the lived experience of the phenomenon by individuals (new phenomenology). This individualised focus lends itself to in-depth interviews and small scale research projects.<\/p>\n\n

    References<\/strong><\/h2>\n
      \n \t
    1. Dowling M. From Husserl to van Manen. A review of different phenomenological approaches. Int J Nurs Stud<\/em>. 2007;44(1):131-42. doi:10.1016\/j.ijnurstu.2005.11.026<\/li>\n \t
    2. Creswell J, Hanson W, Clark Plano V, Morales A. Qualitative research designs: selection and implementation. Couns Psychol<\/em>. 2007;35(2):236-264. doi:10.1177\/0011000006287390<\/span><\/li>\n \t
    3. Morse JM, Field PA. Qualitative Research Methods for Health Professionals. <\/em>2nd ed. SAGE; 1995.<\/span><\/li>\n \t
    4. Neubauer BE, Witkop CT, Varpio L. How phenomenology can help us learn from the experiences of others. Perspect Med Educ<\/em>. 2019;8(2):90-97. doi:10.1007\/s40037-019-0509-2<\/span><\/li>\n \t
    5. Merleau-Ponty M, Landes D, Carman T, Lefort C. Phenomenology of Perception<\/em>. 1st ed. Routledge; 2011.<\/span><\/li>\n \t
    6. Singh J, Wiese A, Sillerud B. Using phenomenological hermeneutics to understand the experiences of managers working with quality improvement strategies in an assisted living facility. Healthcare (Basel)<\/em>. 2019;7(3):87. doi:10.3390\/healthcare7030087<\/span><\/li>\n \t
    7. Liamputtong P, Ezzy D. Qualitative Research Methods: A Health Focus<\/em>. Oxford University Press; 1999.<\/span><\/li>\n \t
    8. Liamputtong P. Qualitative Research Methods<\/em>. 5th ed. Oxford University Press; 2020.<\/span><\/li>\n \t
    9. Abbaspour Z, Vasel G, Khojastehmehr R. Investigating the lived experiences of abused mothers: a phenomenological study. Journal of Qualitative Research in Health Sciences<\/em>. 2021;10(2)2:108-114. doi:10.22062\/JQR.2021.193653.0<\/span><\/li>\n \t
    10. Engberink AO, Mailly M, Marco V, et al. A phenomenological study of nurses experience about their palliative approach and their use of mobile palliative care teams in medical and surgical care units in France. BMC Palliat Care<\/em>. 2020;19:34. doi:10.1186\/s12904-020-0536-0<\/span><\/li>\n<\/ol>\n<\/div>","rendered":"
      \n
      \n

      Learning outcomes<\/strong><\/h2>\n

      Upon completion of this chapter, you should be able to:<\/p>\n

        \n
      • Identify the key terms, concepts and approaches used in phenomenology.<\/li>\n
      • Explain the data collection methods and analysis for phenomenology.<\/li>\n
      • Discuss the advantages and disadvantages of phenomenological research.<\/li>\n<\/ul>\n<\/div>\n

        What is phenomenology<\/strong>?<\/strong><\/h2>\n

        The key concept in phenomenological studies is the individual<\/em>.<\/p>\n

        Phenomenology is a method and a philosophical approach, influenced by different paradigms and disciplines.1<\/sup><\/p>\n

        Phenomenology is the everyday world from the viewpoint of the person. In this viewpoint, the emphasis is on how the individual constructs their lifeworld and seeks to understand the \u2018taken for granted-ness\u2019 of life and experiences.2,3<\/sup> Phenomenology is a practice that seeks to understand, describe and interpret human behaviour and the meaning individuals make of their experiences; it focuses on what<\/em> was experienced and how<\/em> it was experienced.4<\/sup> Phenomenology deals with perceptions or meanings, attitudes and beliefs, as well as feelings and emotions. The emphasis is on the lived experience and the sense an individual makes of those experiences. Since the primary source of data is the experience of the individual being studied, in-depth interviews are the most common means of data collection (see Chapter 13). Depending on the aim and research questions of the study, the method of analysis is either thematic or interpretive phenomenological analysis (Section 4).<\/p>\n

        Types of phenomenology<\/strong><\/h2>\n

        Descriptive phenomenology<\/strong> (also known as \u2018transcendental phenomenology\u2019) was founded by Edmund Husserl (1859\u20131938). It focuses on phenomena as perceived by the individual.4<\/sup> When reflecting on the recent phenomenon of the COVID-19 pandemic, it is clear that there is a collective experience of the pandemic and an individual experience, in which each person\u2019s experience is influenced by their life circumstances, such as their living situation, employment, education, prior experiences with infectious diseases and health status. In addition, an individual\u2019s life circumstances, personality, coping skills, culture, family of origin, where they live in the world and the politics of their society also influence their experience of the pandemic. Hence, the objectiveness of the pandemic is intertwined with the subjectiveness of the individual living in the pandemic.<\/p>\n

        Husserl states that descriptive phenomenological inquiry should be free of assumption and theory, to enable phenomenological reduction (or phenomenological intuiting).1<\/sup> Phenomenological reduction means putting aside all judgements or beliefs about the external world and taking nothing for granted in everyday reality.5<\/sup> This concept gave rise to a practice called \u2018bracketing\u2019 \u2014 a method of acknowledging the researcher\u2019s preconceptions, assumptions, experiences and \u2018knowing\u2019 of a phenomenon. Bracketing is an attempt by the researcher to encounter the phenomenon in as \u2018free and as unprejudiced way as possible so that it can be precisely described and understood\u2019.1(p132)<\/sup> While there is not much guidance on how<\/em> to bracket, the advice provided to researchers is to record in detail the process undertaken, to provide transparency for others. Bracketing starts with reflection: a helpful practice is for the researcher to ask the following questions and write their answers as they occur, without overthinking their responses (see Box 1). This is a practice that ideally should be done multiple times during the research process: at the conception of the research idea and during design, data collection, analysis and reporting.<\/p>\n

        \n
        Box 6.1 Example<\/strong>s of<\/strong> bracketing prompts<\/strong><\/h5>\n

        How does my education, family background (culture), religion, politics and job relate to this topic or phenomenon?<\/p>\n

        What is my previous experience of this topic or phenomenon? Do I have negative and\/or positive reactions to this topic or phenomenon? What has led to this reaction?<\/p>\n

        What have I read or understood about this topic or phenomenon?<\/p>\n

        What are my beliefs and attitudes about this topic or phenomenon? What assumptions am I making?<\/p>\n<\/div>\n

        Interpretive<\/strong> or <\/strong>hermeneutic phenomenology<\/strong> was founded by Martin Heidegger (1889\u20131976), a junior colleague of Husserl. It focuses on the nature of being and the relationship between an individual and their lifeworld. While Heidegger\u2019s initial work and thinking aligned with Husserl\u2019s, he later challenged several elements of descriptive phenomenology, leading to a philosophical separation in ideas. Husserl\u2019s descriptive phenomenology takes an epistemological (knowledge) focus while Heidegger\u2019s interest was in ontology4<\/sup> (the nature of reality), with the key phrase \u2018being-in-the-world\u2019 referencing how humans exist, act or participate in the world.1<\/sup> In descriptive phenomenology, the practice of bracketing is endorsed and experience is stripped from context to examine and understand it.<\/p>\n

        Interpretive or hermeneutic phenomenology embraces the intertwining of an individual\u2019s subjective experience with their social, cultural and political contexts, regardless of whether they are conscious of this influence.4<\/sup> Interpretive or hermeneutic phenomenology moves beyond description to the interpretation of the phenomenon and the study of meanings through the lifeworld of the individual. While the researcher\u2019s knowledge, experience, assumptions and beliefs are valued, they do need to be acknowledged as part of the process of analysis.4<\/sup><\/p>\n

        For example, Singh and colleagues wanted to understand the experiences of managers involved in the implementation of quality improvement projects in an assisted living facility, and thus they conducted a hermeneutic phenomenology study.6<\/sup> The objective was to \u2018understand how managers define the quality of patient care and administrative processes\u2019, alongside an exploration of the participant’s perspectives of leadership and challenges to the implementation of quality improvement strategies.(p3)<\/sup> Semi-structured interviews (60\u201375 minutes in duration) were conducted with six managers and data was analysed using inductive thematic techniques.<\/p>\n

        New phenomenology<\/strong>,<\/strong> or<\/strong> American phenomenology<\/strong>, <\/strong>has initiated a transition in the focus of phenomenology from the nature and understanding of the phenomenon to the lived experience of individuals experiencing the phenomenon. This transition may seem subtle but fundamentally is related to a shift away from the philosophical approaches of Husserl and Heidegger to an applied approach to research.1<\/sup> New phenomenology does not undergo the phenomenological reductionist approach outlined by Husserl to examine and understand the essence of the phenomenon. Dowling1<\/sup> emphasises that this phenomenological reduction, which leads to an attempt to disengage the researcher from the participant, is not desired or practical in applied research such as in nursing studies. Hence, new phenomenology is aligned with interpretive phenomenology, embracing the intersubjectivity (shared subjective experiences between two or more people) of the research approach.1<\/sup><\/p>\n

        Another feature of new phenomenology is the positioning of culture in the analysis of an individual\u2019s experience. This is not the case for the traditional phenomenological approaches1<\/sup>;\u00a0 hence, philosophical approaches by European philosophers Husserl and Heidegger can be used if the objective is to explore or understand the phenomenon itself or the object of the participant\u2019s experience. The methods of new phenomenology, or American phenomenology, should be applied if the researcher seeks to understand a person\u2019s experience(s) of the phenomenon.1<\/sup><\/p>\n

        See Table 6.1. for two different examples of phenomenological research.<\/p>\n

        Advantages and disadvantages of phenomenological research<\/strong><\/h2>\n

        Phenomenology has many advantages, including that it can present authentic accounts of complex phenomena; it is a humanistic style of research that demonstrates respect for the whole individual; and the descriptions of experiences can tell an interesting story about the phenomenon and the individuals experiencing it.7<\/sup> Criticisms of phenomenology tend to focus on the individuality of the results, which makes them non-generalisable, considered too subjective and therefore invalid. However, the reason a researcher may choose a phenomenological approach is to understand the individual, subjective experiences of an individual; thus, as with many qualitative research designs, the findings will not be generalisable to a larger population.7,8<\/sup><\/p>\n

        [table id=17 \/]<\/p>\n

        Summary<\/strong><\/h2>\n

        Phenomenology focuses on understanding a phenomenon from the perspective of individual experience (descriptive and interpretive phenomenology) or from the lived experience of the phenomenon by individuals (new phenomenology). This individualised focus lends itself to in-depth interviews and small scale research projects.<\/p>\n

        References<\/strong><\/h2>\n
          \n
        1. Dowling M. From Husserl to van Manen. A review of different phenomenological approaches. Int J Nurs Stud<\/em>. 2007;44(1):131-42. doi:10.1016\/j.ijnurstu.2005.11.026<\/li>\n
        2. Creswell J, Hanson W, Clark Plano V, Morales A. Qualitative research designs: selection and implementation. Couns Psychol<\/em>. 2007;35(2):236-264. doi:10.1177\/0011000006287390<\/span><\/li>\n
        3. Morse JM, Field PA. Qualitative Research Methods for Health Professionals. <\/em>2nd ed. SAGE; 1995.<\/span><\/li>\n
        4. Neubauer BE, Witkop CT, Varpio L. How phenomenology can help us learn from the experiences of others. Perspect Med Educ<\/em>. 2019;8(2):90-97. doi:10.1007\/s40037-019-0509-2<\/span><\/li>\n
        5. Merleau-Ponty M, Landes D, Carman T, Lefort C. Phenomenology of Perception<\/em>. 1st ed. Routledge; 2011.<\/span><\/li>\n
        6. Singh J, Wiese A, Sillerud B. Using phenomenological hermeneutics to understand the experiences of managers working with quality improvement strategies in an assisted living facility. Healthcare (Basel)<\/em>. 2019;7(3):87. doi:10.3390\/healthcare7030087<\/span><\/li>\n
        7. Liamputtong P, Ezzy D. Qualitative Research Methods: A Health Focus<\/em>. Oxford University Press; 1999.<\/span><\/li>\n
        8. Liamputtong P. Qualitative Research Methods<\/em>. 5th ed. Oxford University Press; 2020.<\/span><\/li>\n
        9. Abbaspour Z, Vasel G, Khojastehmehr R. Investigating the lived experiences of abused mothers: a phenomenological study. Journal of Qualitative Research in Health Sciences<\/em>. 2021;10(2)2:108-114. doi:10.22062\/JQR.2021.193653.0<\/span><\/li>\n
        10. Engberink AO, Mailly M, Marco V, et al. A phenomenological study of nurses experience about their palliative approach and their use of mobile palliative care teams in medical and surgical care units in France. BMC Palliat Care<\/em>. 2020;19:34. doi:10.1186\/s12904-020-0536-0<\/span><\/li>\n<\/ol>\n<\/div>\n","protected":false},"author":35,"menu_order":2,"template":"","meta":{"pb_show_title":"","pb_short_title":"Phenomenology","pb_subtitle":"","pb_authors":["darshini-ayton"],"pb_section_license":""},"chapter-type":[],"contributor":[61],"license":[],"class_list":["post-35","chapter","type-chapter","status-publish","hentry","contributor-darshini-ayton"],"part":32,"_links":{"self":[{"href":"https:\/\/openpub.libraries.rutgers.edu\/qualgo2\/wp-json\/pressbooks\/v2\/chapters\/35","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/openpub.libraries.rutgers.edu\/qualgo2\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/openpub.libraries.rutgers.edu\/qualgo2\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/openpub.libraries.rutgers.edu\/qualgo2\/wp-json\/wp\/v2\/users\/35"}],"version-history":[{"count":1,"href":"https:\/\/openpub.libraries.rutgers.edu\/qualgo2\/wp-json\/pressbooks\/v2\/chapters\/35\/revisions"}],"predecessor-version":[{"id":36,"href":"https:\/\/openpub.libraries.rutgers.edu\/qualgo2\/wp-json\/pressbooks\/v2\/chapters\/35\/revisions\/36"}],"part":[{"href":"https:\/\/openpub.libraries.rutgers.edu\/qualgo2\/wp-json\/pressbooks\/v2\/parts\/32"}],"metadata":[{"href":"https:\/\/openpub.libraries.rutgers.edu\/qualgo2\/wp-json\/pressbooks\/v2\/chapters\/35\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/openpub.libraries.rutgers.edu\/qualgo2\/wp-json\/wp\/v2\/media?parent=35"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/openpub.libraries.rutgers.edu\/qualgo2\/wp-json\/pressbooks\/v2\/chapter-type?post=35"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/openpub.libraries.rutgers.edu\/qualgo2\/wp-json\/wp\/v2\/contributor?post=35"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/openpub.libraries.rutgers.edu\/qualgo2\/wp-json\/wp\/v2\/license?post=35"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}