I’m reminded of the words of Scott Churchill (2012) who says:
"Teaching phenomenology remains a challenge, however, because one must find ways of communicating to the student how to embody it as a process rather than simply to learn about it as a content area." (p.1)
"Genuine phenomenology is itself a practice – and never just an intellectual pursuit – by which one discovers and celebrates one’s own immersion in a flux of experience that is the true source of all that we come to know and believe regarding the world. It consists in the realization that it is precisely one’s own presence to the world that is the illuminating source and matrix of all that we come to understand about life. It draws us back – or at least, it points us in this direction – to the ways in which the world resonates with our experiencing." (p. 9)
Such messages emphasis the impossible task we face to try and teach phenomenology when it doesn’t have a clearcut method and is both a research approach, and a way of seeing and being - both science and art.
Churchill, S. D. (2012). Teaching Phenomenology by Way of “Second-Person Perspectivity” (From My Thirty Years at the University of Dallas). Indo-Pacific Journal of Phenomenology, 12(sup3), 1–14. https://doi.org/10.2989/IPJP.2012.12.3.6.1114
