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| Preface | |
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| Human Science | |
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| Introduction | |
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| Why Do Human Science Research? | |
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| What Is a Hermeneutic Phenomenological Human Science? | |
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| What Does it Mean to Be Rational? | |
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| What a Human Science Cannot Do | |
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| Description or Interpretation? | |
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| Research--Procedures, Techniques, and Methods | |
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| Methodical Structure of Human Science Research | |
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| Turning to the Nature of Lived Experience | |
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| The Nature of Lived Experience | |
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| Orienting to the Phenomenon | |
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| Formulating the Phenomenological Question | |
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| Explicating Assumptions and Pre-understandings | |
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| Investigating Experience as We Live It | |
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| The Nature of Date (datum: thing given or granted) | |
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| Using Personal Experience as a Starting Point | |
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| Tracing Etymological Sources | |
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| Searching Idiomatic Phrases | |
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| Obtaining Experiential Descriptions from Others | |
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| Protocol Writing (lived-experience descriptions) | |
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| Interviewing (the personal life story) | |
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| Observing (the experiential anecdote) | |
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| Experiential Descriptions in Literature | |
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| Biography as a Resource for Experiential Material | |
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| Diaries, Journals, and Logs as Sources of Lived Experiences | |
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| Art as a Source of Lived Experience | |
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| Consulting Phenomenological Literature | |
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| Hermeneutic Phenomenological Reflection | |
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| Conducting Thematic Analysis | |
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| Situations | |
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| Seeking Meaning | |
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| What Is a Theme? | |
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| The Pedagogy of Theme | |
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| Uncovering Thematic Aspects | |
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| Isolating Thematic Statements | |
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| Composing Linguistic Transformations | |
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| Gleaning Thematic Descriptions from Artistic Sources | |
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| Interpretation through Conversation | |
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| Collaborative Analysis: The Research Seminar/Group | |
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| Lifeworld Existnetials as Guides to Reflection | |
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| Determining Incidental and Essential Themes | |
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| Hermeneutic Phenomenological Writing | |
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| Attending to the Speaking of Language | |
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| Silence--the Limits and Power of Language | |
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| Anecdote as a Methodological Device | |
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| The Value of Anecdotal Narrative | |
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| Varying the Examples | |
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| Writing Mediates Reflection and Action | |
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| To Write is to Measure Our Thoughtfulness | |
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| Writing Exercises the Ability to See | |
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| To Write is to Show Something | |
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| To Write is to Rewrite | |
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| Maintaining a Strong and Oriented Relation | |
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| The Relation Between Research/Writing and Pedagogy | |
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| On the Ineffability of Pedagogy | |
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| "Seeing" Pedagogy | |
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| The Pedagogic Practice of Textuality | |
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| Human Science as Critically Oriented Action Research | |
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| Action Sensitive Knowledge Leads to Pedagogic Competence | |
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| Balancing the Research Context by Considering Parts and Whole | |
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| The Research Proposal | |
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| Effects and Ethics of Human Science Research | |
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| Plan and Context of a Research Project | |
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| Working the Text | |
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| Glossary | |
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| Bibliography | |
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| Index | |