This book presents a carefully constructed framework for teaching and learning informed by philosophical and empirical foundations of phenomenology. Based on an extensive, multi-dimensional case study focused around the ‘lived experience’ of college-level teaching preparation, classroom interaction, and students’ reflections, this book presents evidence for the claim that the worldviews of both teachers and learners affect the way that they present and receive knowledge. By taking a unique phenomenological approach to pedagogical issues in higher education, this volume demonstrates that a truly transformative learning process relies on an engagement between consciousness and the world it ‘intends’.

chapter 1|26 pages

The Lifeworld of the Classroom

chapter 2|23 pages

Getting DEEP

The Integrative Biology of Teaching and Learning

chapter 3|15 pages

Preparation for Teaching

“What Can They Experience in Class?”

chapter 4|29 pages

Teaching as Improvisational Jazz

“To Go Somewhere to Answer a BIG Question”

chapter 5|15 pages

Free to Learn

A Radical Aspect of Our Approach

chapter 6|16 pages

Student Experiences of Other Students

“All Together in This Space”

chapter 7|16 pages

Transcending the Classroom

Student Reports of Personal and Professional Change

chapter 8|22 pages

Messing Up and Messing

Student Needs and Teachers’ Adaptation of Our Phenomenological Approach

chapter 9|18 pages

Contributions of Our Existential Phenomenological Approach to Higher Education Pedagogy

Implications for Theory, Research, and Practice