Kıymet Selvi

Phenomenological Learning in Our Living Reality

Individual learns based on his/her intuitions, emotions, thoughts and experiences. Learning, just as breathing, is a vital and continuous process in life. Learning, which can be defined as “the phenomenological way of acquisition of knowledge”, is the natural way of learning for individual. Furthermore, phenomenological learning is the easiest and the most effective way of learning for individual. It is a kind of thinking and perceiving style with a structure peculiar to individual. Learning styles are unique ways which are inimitable. The uniqueness of learning styles derives from the uniqueness of in Learning styles and learning preferences of individuals have recently been the most individual. Learning styles and learning preferences of individuals have recently the most contemporary and the most important issues in the filed of learning. Learning style is defined as the type of learning unique to the individual himself/herself. However, the claim that learning styles are connected with phenomenological learning is not clear. Most of the studies carried out by experts in educational sciences put forward the educational system’s implementations that are inconsistent with the phenomenological learning, the natural way of learning for the individual. This inconsistency is the source of some problems about learning in the education system. Thus, in the studies about the learning style, degradation of the education phenomenon from social dimension to individual dimension is essential. Discussions in the field of phenomenology can be claimed to be effective in terms of the change in the idea regarding individual’s learning. New information about individual’s learning can be acquired by use of the phenomenological method. Inquiry through the phenomenological method means that existent information about learning can be perceived and interpreted from a new perspective. Many dimensions that are obscure, skipped and invisible can appear by means of interpretations of learning. This new search may affect individual’s life by contributing to the realization of discussions about individual’s learning and the opening of emergence new prospects of phenomenological learning method.

Educational Paradigm Shift Towards Phenomenological Pedagogy

The main aim of the educational system is to help individuals improve their own learning to deal with searching suitable ways of improving learning within the educational context. Learning is one of the most important issues in development of individualistic and societal bases. The current education system is based on a positivist paradigm which states that objective knowledge is the best knowledge of our lifeworld and it must be transmitted to younger generations. It is known that the objectivist ideas introduce only the scientific methods of searching for and reaching meaning about a phenomenon. The current educational system also mainly focuses on cognitive development of individuals as if it is the only characteristic of them. These are creating some barriers to free search for and creation of authentic knowledge. In the current education system, there are lots of limitations such as taking attention only to social constructivism and social learning, cognitive development, learning outcomes that rely on an exam-based performance evaluation system for students. However, besides cognitive development, individuals need to develop as a whole, that is as a social being, a creative being, an emotional being, a physical being and an authentic being.

Phenomenology: Creation and Construction of Knowledge

This paper proposes a discussion about the creation and construction of knowledge through the phenomenological way of searching for meaning. Individuals continuously deal with creating meanings of their own lives. Each individual follows a unique way in order to create and construct meaning in any situation. The ability of learning that can be defined as a natural and inner intention of becoming self in the world can improve individual’s learning. The learner, as a meaning maker, creates new knowledge of the whole life process. Constructing the meaning of a phenomenon is the individual’s self-inquiry. Descriptions of concepts continuously change and new meanings of concepts are acquired. Self-inquiry about life can be described as the individual’s self-learning. Creation and construction of new knowledge corresponds with the individual’s ability of learning. Learning improves the capability of the individual as a self-creator and develops phenomenological understanding of life. Creation and construction of new knowledge is also concerned with individual’s learning ability, creative capability, freedom, subjectivity, way of thinking and perception of a phenomenon.

Creation and Construction of Knowledge in Learning-Teaching Process

Learning is the way of knowing the phenomenon that occurs during the search for meaning, which is an individualistic process. This process has been projected to both incidental and intentional learning and it comprises totally individualistic characteristics. Individuals’ desire to gain new knowledge about objects and subjects corresponds to their individualistic inquiry about phenomenon. Knowing refers to making meaning and is the creative process of becoming self-beings in life-world. Meaning-making becomes the reference of individuals’ own experiences of learning that is attributions of creation and construction of knowledge. Meaning-making is the main tool of phenomenology and phenomenology becomes reference of individuals to reflect their own perceptions of phenomenon while creating and constructing knowledge.