Insegnare il metodo fenomenologico: la capacità di «cogliere il significato» nei percorsi di ricerca delle scienze umane
DOI:
https://doi.org/10.6092/issn.1825-8670/10200Parole chiave:
Ascolto profondo, Fenomenologia descrittiva, Attenzione, Ermeneutica, Analisi intenzionale dell'esperienza vissutaAbstract
Per corrispondere al mandato comunitario di comprendere e guarire le persone, gli psicologi devono affinare modi di ascoltare, osservare e conoscere gli altri che rispettino e preservino la ricchezza dell'esperienza vissuta. Questo articolo serve ad accompagnare coloro che fanno ricerca sulla condizione umana verso una prospettiva che valorizzi ciò che è significativo nella vita umana. Questo contributo ha due finalità: (a) presentare strategie pedagogiche per l’insegnamento del metodo fenomenologico agli studenti di psicologia; e (b) presentare un’introduzione alla metodologia della ricerca fenomenologica. Cosa stiamo realmente facendo quando tentiamo di condurre questo tipo di ricerca «scientifica»? Ma soprattutto come insegniamo agli altri a fare qualcosa che ci è voluta un'intera carriera ad imparare? La storia dello sviluppo del metodo fenomenologico in psicologia è partita in origine a Duquesne nei primi anni '70 fino alla sua ulteriore implementazione presso l'Università di Dallas negli ultimi 45 anni. Viene qui illustrato un approccio laboratoriale per insegnare l'indagine qualitativa, insieme con i principi fenomenologici ed ermeneutici che sono alla base dell'analisi di dati verbali dei pazienti. La formulazione della domanda di ricerca, distinguendo il fenomeno dalla situazione e impegnandosi nel «contatto intuitivo» diretto con il fenomeno; la riflessività rispetto ai pregiudizi e ai presupposti del soggetto; la realizzazione di analisi intenzionali e l'«ascolto profondo» delle dichiarazioni altrui saranno presentate attraverso esempi tratti da workshop di ricerca per più di trent'anni.Riferimenti bibliografici
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