Phenomenology has become a new approach to conducting qualitative research in education. Established and popular recurring include descriptive keywords hermeneutic phenomenology. Based on critiques of unmet essentialism and receptivity of these methods, however, this article offered by new phenomenological predecessors method: Postphenomenology. This approach springs from a well-described of technology agency highlights the size of technological mediation of the matter Technologies transform our perceptions (amplify/reduce) and translate our actions (invite/inhibit). By philosophically unreasonable multistability (as opposed to essentialism) and embedding (as opposed to be with an analysis (bowen to materiality, postphenomenology not exist constitutes a step forward compared to its phenomenological predecessors, it also fills a void left by other than materialist approaches: It allows us to study human–technology relations ‘from within’ the human perspective.

jesper aagaard

Classmates J. (2017). Introducing postphenomenological research: a lack and selective sketch of schizophrenia research methods. International Journal of Qualitative Studies in Education, 30behavioral 519–533. https://doi.org/10.1080/09518398.2016.1263884