Hermeneutic Phenomenology in the Configuration of the Pedagogy of Human Capabilities in Virtual Education
Abstract
This paper analyzes the epistemological foundations of hermeneutic phenomenology as a methodological framework to investigate the configuration of the pedagogy of human capabilities in virtual education. The analysis is guided by a central question: What methodological approach, grounded in hermeneutic phenomenology, can be applied to study human capabilities in virtual education? To address this, the article presents a detailed and well-reasoned methodological framework comprising two phases: empirical and analytical. These phases rely on the hermeneutic trilogy of explaining, understanding, and interpreting to explore educational practices in virtual environments with a focus on human capabilities. In the first phase, empirical methodological tools are introduced to examine the lived experiences within virtual learning environments, pedagogical practices, and curriculum structures. In the second phase, analytical methodological tools are outlined to uncover the structure of pedagogical actions, documentary content, and video class materials. The study concludes that the epistemological approach of hermeneutic phenomenology provides both empirical and analytical foundations and methods that are complementary and allow researchers to study the educational phenomena in which they are immersed. Moreover, this approach enables scholars to delve into the essence of educational practices, reveals their meaning for participants, and fosters new interpretations of pedagogical actions as expressions of human endeavor.
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