This book shows us how rather than abandoning psychology once he liberated phenomenology from the psychologism of the philosophy of arithmetic, Edmund Husserl remained concerned with the ways in which phenomenology held important implications for a radical reform of psychology throughout his intellectual career. The author fleshes out what such a radical reform actually entails, and proposes that it can only be accomplished by following the trail of the transcendental reduction described in Husserl’s later works. In order to appreciate the need for the transcendental even for psychology, the book tracks Husserl’s thinking on the nature of this relationship between phenomenology as a philosophy and psychology as a positive science as it evolved over time. The text covers Husserl’s definition of phenomenology as “descriptive psychology” in the Logical Investigations, rejecting the hybrid form of “phenomenological psychology” described in the lectures by that name, and ends with his proposal for a “fundamental refashioning” of psychology by situating it within the transcendental framework of The Crisis of European Sciences and Transcendental Phenomenology. The Author argues for a re-grounding of psychology by virtue of a “return to positivity” after having performed the reduction to transcendental intersubjectivity. What results is a phenomenological approach to a transcendentally-grounded psychology which, while having returned to the life-world, no longer remains transcendentally naïve. A phenomenologically-grounded psychology thus empowers researchers, clinicians, and clients alike to engage in social actions that move the world closer to achieving social justice for all. This text appeals to students and researchers working in phenomenology and psychology.

The Routledge Handbook of Phenomenology of Mindfulness brings together two schools of thought and practice that – despite rarely being examined jointly – provide an incredibly fruitful way for exploring thinking, the mind, and the nature and practice of mindfulness. Applying the concepts and methods of phenomenology, an international team of contributors explore mindfulness from a variety of different viewpoints and traditions. The handbook’s 35 chapters are divided into seven clear parts: Mindfulness in the Western Traditions Mindfulness in the Eastern Traditions Mindfulness, Ethics, and Well-Being Mindfulness, Time, and Attention Mindfulness and Embodiment Applications: Mindfulness in Life Conclusion: Mindfulness and Phenomenology? Within these sections, a rich array of topics and themes are explored, ranging from Stoicism and the origins of mindfulness in Buddhism and eastern thought to meditation, self-awareness, the body and embodiment, and critiques of mindfulness. Additionally, the book delves into the ways the ideas of leading phenomenological thinkers, including Heidegger, Merleau-Ponty, and Levinas, can contribute to understanding the relationship between phenomenology and mindfulness. A valuable resource for those researching phenomenology and applications of phenomenology, this handbook will also be of great interest to students and practitioners of mindfulness in areas such as counseling and psychotherapy.

Thomas Sheehan and Richard E. Palmer The materials translated in the body of this volume date from 1927 through 1931. The Encyclopaedia Britannica Article and the Amsterdam Lectures were written by Edmund Hussed (with a short contribution by Martin Heideg ger) between September 1927 and April 1928, and Hussed's marginal notes to Sein und Zeit and Kant und das Problem der Metaphysik were made between 1927 and 1929. The appendices to this volume contain texts from both Hussed and Heidegger, and date from 1929 through 1931. As a whole these materials not only document Hussed's thinking as he approached retirement and emeri tus status (March 31, 1928) but also shed light on the philosophical chasm that was widening at that time between Hussed and his then colleague and protege, Martin Heidegger. 1. The Encyclopaedia Britannica Article Between September and early December 1927, Hussed, under contract, composed an introduction to phenomenology that was to be published in the fourteenth edition ofthe Encyclopaedia Britannica (1929). Hussed's text went through four versions (which we call Drafts A, B, C, and D) and two editorial condensations by other hands (which we call Drafts E and F). Throughout this volume those five texts as a whole are referred to as "the EB Article" or simply "the Article. " Hussed's own final version of the Article, Draft D, was never published of it appeared only in 1962.

vThe discipline of phenomenological psychopathology has historically focused on elucidating the ways in which persons with psychiatric illnesses experience themselves and the world. Early pioneers in this field were aware of the impact of uncontrollable life events on the onset and course of severe illness, such as Jaspers’ recognition that environmental events may stimulate or enhance certain “innate potentialities” for the development of a disorder. Furthermore, the role of environment and life events in the development and onset of psychiatric illness has been well-documented. For example, there is a clear relationship between the development of psychotic symptoms and life stressors including adverse childhood events, urban living, and migration. However, relatively little attention (with some notable exceptions) has been devoted to exploring the features of those experienced worlds and how they may impact the trajectory of severe illnesses such as schizophrenia, depression, and personality disorders.

Phenomenology is a rich and varied approach in the world of qualitative research. This book will draw upon phenomenological methods and methodology, including but not limited to hermeneutical and descriptive approaches, to study education from K-12 to university and teacher-focused inquiry. It will enrich the field of research methodology by promoting a greater understanding of phenomenology and applying it to studies in the realm of education. Phenomenological Studies in Education explores and applies methods associated with phenomenological work to build knowledge of experiences in education and pedagogy. Covering topics such as building inclusive environments, descriptive phenomenology, and phenomenological interviewing experiences, this book is ideal for researchers in educational studies, qualitative researchers, and students studying education.

The field of curriculum inquiry has grown rapidly over the last four decades resulting in many new forms of curriculum inquiry to be used as tools to answer unique curriculum-related research questions. There are few texts available that include concise descriptions and elements of curriculum inquiry methodologies and directed at enabling researchers to wisely choose a form of curriculum inquiry most appropriate for their study. Conceptual Analyses of Curriculum Inquiry Methodologies presents chapters that are each devoted to a particular form of inquiry, with a conceptual analysis of the methodology, its purpose(s), its utilization, structure, and organization, all written by scholars with firsthand experience with the form of inquiry. These experts also take the liberty of citing examples of published studies that have utilized the methodology, share the types of relevant data collection instruments and forms of data produced, and also share research questions that can be answered via their form of inquiry. Covering topics such as quantitative methods of inquiry, glocalization, and educational criticism, this is an essential text for curriculum designers, doctoral students, doctoral researchers, university faculty, professors, researchers, and academicians.

From the Preface to the Revised Edition: Since its publication in 2007, Transcendental Phenomenological Psychology has been sold on every continent (except Antarctica), and is in the collections of research libraries in North America, Europe, and Asia. Even so, its presentation to the academic community rightly provoked many comments, corrections, suggestions, and criticisms. Such input, while mostly welcome, provided the impetus to publish a revised edition. A phenomenological explanation of human consciousness has long been sought in regions of psychology since the discipline was first carved out of philosophical concepts and theories about the human condition. In its earliest years, Western psychology was faced with two possible directions for this explanation: an empirical naturalistic approach along with physics and biology, or a non-empirical eidetic approach along with logic and mathematics. Edmund Husserl took up the latter. His phenomenological tradition of inquiry successfully spanned nearly forty years until suddenly stopped and largely suppressed during the Second World War. This book recovers Husserl's revolutionary approach toward the human sciences, just as it was developed, and just as it is presented for further study. Here, the author systematically gathers what Husserl calls the "leading clues" in the phenomenological method proper for a psychology of affective inner experience, and then for the first time applies Husserl's own methodology for introducing a phenomenological psychology in the transcendental register of human consciousness. Unlike contemporary phenomenological psychology in the existential register, transcendental phenomenological psychology is presented as an eidetic non-empirical "act psychology" in Husserl's mature genetic phenomenology. This novel approach takes in the full range of solipsistic and transcendental subjectivity in Husserl's theories of human consciousness, and follows Husserl's lead in presenting phenomenological psychology as an "applied geometry" of intentional experience within a step-wise theory of inquiry. This book is unique in human science today, not only in its presentation of the development and applications of Husserl's key concepts for the discipline of psychology, but also for introducing a psychology that could be intuitively grasped as self-evidently valid wherever one's interest might lie.