His scientific interests lie mostly in Epistemology, Pedagogy, Phenomenology, Human science and Relation. His work on Sociology of knowledge as part of general Epistemology research is frequently linked to Reflection, bridging the gap between disciplines. When carried out as part of a general Pedagogy research project, his work on Curriculum, Experiential learning, Curriculum theory and Emergent curriculum is frequently linked to work in Education theory, therefore connecting diverse disciplines of study.
He combines subjects such as Theme, Narrative and Interpretation with his study of Experiential learning. His Human science research is multidisciplinary, incorporating perspectives in Ineffability, Action research, Thematic analysis and Lifeworld. He has included themes like Action and Meaning in his Relation study.
The scientist’s investigation covers issues in Epistemology, Pedagogy, Phenomenology, Meaning and Human science. His Epistemology research integrates issues from Reflective practice and Conversation. His study on Curriculum and Curriculum theory is often connected to Tact and Education theory as part of broader study in Pedagogy.
His Phenomenology research incorporates themes from Psychoanalysis, Formative assessment, Qualitative research, Existentialism and Wonder. He usually deals with Meaning and limits it to topics linked to Relation and Experiential learning. His Human science study often links to related topics such as Narrative.
Max van Manen mainly investigates Epistemology, Phenomenology, Descant, Phenomenology and Human science. His Epistemology research incorporates elements of Experiential learning and Conversation. His research in Phenomenology intersects with topics in Attribution, Meaning, Modalities, Psychoanalysis and Qualitative research.
His Human science studies intersect with other subjects such as Engineering ethics and Philology. His Kairos study combines topics from a wide range of disciplines, such as Contemplation, Serendipity, Phenomenon and Rationality. His Boredom study frequently links to adjacent areas such as Narrative.
Max van Manen spends much of his time researching Epistemology, Phenomenology, Phenomenology, Conversation and Human science. Max van Manen interconnects Modalities, Attribution, Formative assessment and Meaning in the investigation of issues within Phenomenology. His work deals with themes such as Reflective practice, Phenomenological method and Psychological analysis, which intersect with Phenomenology.
The concepts of his Conversation study are interwoven with issues in Narrative, Kairos, Wonder, Boredom and Interpretative phenomenological analysis. The various areas that Max van Manen examines in his Human science study include Experiential learning and Vocative case.
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Researching Lived Experience: Human Science for an Action Sensitive Pedagogy
Max van Manen.
(1990)
Linking Ways of Knowing with Ways of Being Practical
Max Van Manen.
Curriculum Inquiry (1977)
The Tact of Teaching: The Meaning of Pedagogical Thoughtfulness
Max van Manen.
(1991)
Phenomenology of Practice: Meaning-Giving Methods in Phenomenological Research and Writing
Max van Manen.
(2014)
Phenomenology of Practice
Max van Manen.
(2014)
On the Epistemology of Reflective Practice
Max van Manen.
Teachers and Teaching (1995)
From Meaning to Method
Max van Manen.
Qualitative Health Research (1997)
Practicing Phenomenological Writing
Max van Manen.
Phenomenology and Pedagogy (1944)
Writing in the Dark : Phenomenological Studies in Interpretive Inquiry
Max van Manen.
(2016)
Pedagogy, Virtue, and Narrative Identity in Teaching
Max Van Manen.
Curriculum Inquiry (1994)
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