ABSTRACT
In this chapter, the authors discuss principles of their phenomenological approach, based on the aspects of existential phenomenology and implications from their research findings. They compare and contrast their approach to other higher education approaches for teaching and/or learning that are receiving popular attention or are particularly interesting for purposes of comparison—including other phenomenological approaches. The authors present several implications for research of teaching and learning that are drawn from their research findings. They show that the art of teaching is manifest in the all-important, in-the-moment decisions effective teachers make as they sensitively, intuitively, and creatively engage with students around the course content within the lifeworld of the classroom. The authors focus on four types of higher education pedagogy that encompass many of the recommendations for higher education teaching and learning: acquisition of knowledge through cognitive learning, experiential learning, learner-centered approaches, and contemplative education.
