This article points out the criteria necessary in order for a qualitative scientific method to qualify itself as phenomenological in a descriptive Husserlian sense. One would have to employ description within the attitude of the phenomenological reduction, and seek the most invariant meanings for a context. The results of this analysis are used to critique an article by Klein and Westcott , that presents a typology of the development of the phenomenological psychological method.

This paper means to demonstrate the theoretical-and- methodological potential of a particular pattern of thought about culture. Employing an end-means and absolute value plus concept of reality approach, the continuous model of culture aims to embrace from one holistic standpoint various concepts and debates of the modern human, social, and political sciences. The paper revisits the debates of fact versus value, nature versus culture, culture versus structure, agency versus structure, and economics versus politics and offers the concepts of the rule (...) of law, state capitalism, a dialectical model of progress, and interpretative qualitative research, as well as of cultural diffusion, autonomy, alienation, and individuality. This model distinguishes between the ideal-symbolical and the instrumental functions of culture, sees culture as being sewn from universal binaries, and provides a certain understanding of the cognitive function of a value judgment, with positivism so far vague about the topic. It, too, suggests an extra method for investigating culture : the comparative literature study of culture enables social science to view literature as its potential in-depth interviewee— a case for arguing for a certain conception of interdisciplinarity as well. In addition, it predicts that cultural particularism or individuality remains an essential factor of human existence. Analyzing the issue of Eurocentrism in social science, the model finds modernity ’s concept of reality to be involved in ” methodological ” intellectualistic reductionism, characterizing it since the empiricism/ rationalism origination. Systematically confusing the universal oppositions in a Eurocentric manner, intellectualism becomes a contributing factor in unfolding post- modernity. (shrink)

The main problem of how to transform a centrally planned market into a market economy has emerged as one of the most influential and challenging issues in modern times. Nowadays, post-Soviet republics and nations of Central and Eastern Europe are in a transformation process and seek to capture claimed efficiency and advantages of market mechanisms for their economies. This is a very complex issue, because a rapid transition from socialism to a market economy is an unprecedented phenomenon and requires fundamental (...) restructuring of a nation’s economic, political, social and legal institutions as well as its physical infrastructure. (shrink)

The question of whether a proper phenomenological investigation and analysis requires one to perform the epoché and the reduction has not only been discussed within phenomenological philosophy. It is also very much a question that has been hotly debated within qualitative research. Amedeo Giorgi, in particular, has insisted that no scientific research can claim phenomenological status unless it is supported by some use of the epoché and reduction. Giorgi partially bases this claim on ideas found in Husserl’s writings (...) on phenomenological psychology. In the present paper, I discuss Husserl’s ideas and argue that while the epoché and the reduction are crucial for transcendental phenomenology, it is much more questionable whether they are also relevant for a non-philosophical application of phenomenology. (shrink)

Classes in higher education often consist of both lecture and laboratory time for the subject of physics. An example of experience-based learning would be doing experiments in the classroom. Kolb's theory of experiential learning posits that learning is a process that involves the generation of knowledge via the accumulation of experience. However, due to the fact that doing experiments in a laboratory takes much more time and money than other methods of instruction, the usage of labs in the classroom has (...) become a contentious topic. The primary objective of this research was to report on the activities that students of physics participated in during their physics laboratory lessons. Interviews with four different individuals were conducted utilizing a semi-structured format. Giorgi's descriptive phenomenological method was used, and the findings revealed the following constituents: (1) the clarification, visualization, and retention of concepts; (2) the application of learnings acquired from the laboratory; (3) involvement, cooperation, and interaction; (4) laboratory manuals and equipment; and (5) challenges. Recommendations were formulated to improve the Physics laboratory. (shrink)