Scott D Churchill
Scott D. Churchill, Ph.D. was recently named Distinguished Emeritus Professor of Psychology at the University of Dallas, having served for 42 years on the graduate and undergraduate faculties of Arts & Sciences and as Founding Director of its Masters Programs in Psychology. A Fellow of the American Psychological Association and former President of the Society for Humanistic Psychology as well as of the Society for Theoretical and Philosophical Psychology, Prof. Churchill currently serves as Editor-in-Chief of “The Humanistic Psychologist” (an APA Journal) while serving on numerous editorial boards for other journals. He is a co-founder and current executive board member of the International Coalition of North American Phenomenologists (ICNAP), and has been active in the Society for Qualitative Inquiry in Psychology (SQIP) and the International Human Science Research Conference (IHSRC) since their inceptions. He was co-founder of the 2024 Pheno-Lab Summer School in Umbria and currently serves on the scientific advisory board for the Gestalt Institute of Italy,
Prof. Churchill has presented Keynotes and invited workshops in Existential Phenomenological Research at professional conferences held at colleges and universities around the world, including the USA, Canada, England, Sweden, Norway, Denmark, Italy, India, Australia, Taiwan, Malaysia, and Japan. He has authored articles and book chapters in the fields of phenomenological research methodology, human-bonobo communication, second-person perspectivity, and empathy studies; and has developed and taught numerous courses in phenomenological psychology, hermeneutics, depth psychology, ecopsychology, lifespan development, projective techniques, primate studies, and cinema studies. In 2014 he was recipient of the APA’s “Charlotte and Karl Bühler Award for Significant and Lasting Contributions to Humanistic Psychology.” In the same year, he received the “Minnie Piper Professor Award for Excellence in Teaching” in the State of Texas.
Locally, Dr. Churchill is currently a Fellow and long time supporter of the Dallas Institute of Humanities and Culture, longtime supporter and moderator for the USA Film Festival in Dallas, and retired Senior Film and Performing Arts Critic for the Irving Community Television Network. In addition, Churchill has enjoyed an association with the Jane Goodall Foundation’s Roots & Shoots program, and has helped to set up programs for them in Dallas, Trento, Bari, and Bangalore.
Prof. Churchill has presented Keynotes and invited workshops in Existential Phenomenological Research at professional conferences held at colleges and universities around the world, including the USA, Canada, England, Sweden, Norway, Denmark, Italy, India, Australia, Taiwan, Malaysia, and Japan. He has authored articles and book chapters in the fields of phenomenological research methodology, human-bonobo communication, second-person perspectivity, and empathy studies; and has developed and taught numerous courses in phenomenological psychology, hermeneutics, depth psychology, ecopsychology, lifespan development, projective techniques, primate studies, and cinema studies. In 2014 he was recipient of the APA’s “Charlotte and Karl Bühler Award for Significant and Lasting Contributions to Humanistic Psychology.” In the same year, he received the “Minnie Piper Professor Award for Excellence in Teaching” in the State of Texas.
Locally, Dr. Churchill is currently a Fellow and long time supporter of the Dallas Institute of Humanities and Culture, longtime supporter and moderator for the USA Film Festival in Dallas, and retired Senior Film and Performing Arts Critic for the Irving Community Television Network. In addition, Churchill has enjoyed an association with the Jane Goodall Foundation’s Roots & Shoots program, and has helped to set up programs for them in Dallas, Trento, Bari, and Bangalore.
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After introducing the "second person perspective", we present examples drawn from everyday life, film, clinical psychology, and hospice care to illustrate how our special capacity for "reading" another's expressions offers us insight into the so called "inner life" of others.
Encyclopedia Articles by Scott D Churchill
Published Articles by Scott D Churchill
class activities that can bring students closer to a lived understanding of what it means to be doing phenomenology in the face of the other.
http://www.ipjp.org/component/jdownloads/send/11-the-teaching-of-phenomenology-september-2012/207-teaching-phenomenology-by-way-of-second-person-perspectivity-from-my-thirty-years-at-the-university-of-dallas-by-scott-d-churchill
Abstract: This paper is devoted to two goals: (a) to present pedagogical strategies for the teaching of phenomenological method to psychology students; and (b) to present an introduction to the methodology of phenomenological research. What are we actually doing when attempting to conduct this kind of " scientific " research? More importantly, how do we teach others to do what it has taken our whole career to learn? The history of the development of phenomenological method in psychology is traced from its roots at Duquesne in the early 1970s to its further implementation at the University of Dallas over the past 45 years. The " workshop " approach to teaching qualitative inquiry is explored, along with the phenomenological and hermeneutic principles underlying the analysis of verbal self-report data. Formulating a research question, distinguishing the research phenomenon from the situation interrogated, engaging in direct " intuitive contact " with the phenomenon, reflexivity with respect to one's biases and presuppositions, the carrying-out of intentional analyses, and " deep listening " to the testimonies of others will be presented and illustrated with examples taken from research workshops over the past three decades.
Insegnare il metodo fenomenologico:la capacità di «cogliere il significato» nei percorsi di ricercadelle scienze umane*
Scott D. Churchill
Pubblicato: 30 dicembre 2019 Explorations in Teaching the Phenomenological Method: Challenging Psychology Students to«Grasp at Meaning» in Human Science Research
In order to fulfill our collective calling to understand and to heal human persons, psychologists needto be taught ways of listening, observing, and knowing others that respect and preserve the richnessof human experience as it is lived. This article serves to introduce current and future researchers of thehuman condition to a perspective that values what is meaningful in human life. This paper is devotedto two goals: (a) to present pedagogical strategies for the teaching of phenomenological method topsychology students; and (b) to present an introduction to the methodology of phenomenologicalresearch. What are we actually doing when attempting to conduct this kind of «scientific» research?More importantly, how do we teach others to do what it has taken our whole career to learn? The history of the development of phenomenological method in psychology is traced from its roots atDuquesne in the early 1970s to its further implementation at the University of Dallas over the past45 years. The «workshop» approach to teaching qualitative inquiry is explored, along with the phe-nomenological and hermeneutic principles underlying the analysis of verbal self-report data. Formulating a research question, distinguishing the research phenomenon from the situation interrogated,engaging in direct «intuitive contact» with the phenomenon, reflexivity with respect to one’s biases and presuppositions, the carrying-out of intentional analyses, and «deep listening» to the testimonies of others will be presented and illustrated with examples taken from research workshops over the past three decades.
Per corrispondere al mandato comunitario di comprendere e guarire le persone, gli psicologi devonoaffinare modi di ascoltare, osservare e conoscere gli altri che rispettino e preservino la ricchezza dell’espe-rienza vissuta. Questo articolo serve ad accompagnare coloro che fanno ricerca sulla condizione umanaverso una prospettiva che valorizzi ciò che èsignificativonella vita umana. Questo contributo ha duefinalità: (a) presentare strategie pedagogiche per l’insegnamento del metodo fenomenologico agli stu-denti di psicologia; e (b) presentare un’introduzione alla metodologia della ricerca fenomenologica.Cosa stiamo realmente facendo quando tentiamo di condurre questo tipo di ricerca «scientifica»?Ma soprattutto come insegniamo agli altri a fare qualcosa che ci è voluta un’intera carriera ad impara-re? La storia dello sviluppo del metodo fenomenologico in psicologia è partita in origine a Duquesnenei primi anni ‘70 fino alla sua ulteriore implementazione presso l’Università di Dallas negli ultimi45 anni. Viene qui illustrato un approccio laboratoriale per insegnare l’indagine qualitativa, insiemecon i principi fenomenologici ed ermeneutici che sono alla base dell’analisi di dati verbali dei pazienti.La formulazione della domanda di ricerca, distinguendo il fenomeno dalla situazione e impegnandosinel «contatto intuitivo» diretto con il fenomeno; la riflessività rispetto ai pregiudizi e ai presuppostidel soggetto; la realizzazione di analisi intenzionali e l’«ascolto profondo» delle dichiarazioni altruisaranno presentate attraverso esempi tratti da workshop di ricerca per più di trent’anni.
After introducing the "second person perspective", we present examples drawn from everyday life, film, clinical psychology, and hospice care to illustrate how our special capacity for "reading" another's expressions offers us insight into the so called "inner life" of others.
class activities that can bring students closer to a lived understanding of what it means to be doing phenomenology in the face of the other.
http://www.ipjp.org/component/jdownloads/send/11-the-teaching-of-phenomenology-september-2012/207-teaching-phenomenology-by-way-of-second-person-perspectivity-from-my-thirty-years-at-the-university-of-dallas-by-scott-d-churchill
Abstract: This paper is devoted to two goals: (a) to present pedagogical strategies for the teaching of phenomenological method to psychology students; and (b) to present an introduction to the methodology of phenomenological research. What are we actually doing when attempting to conduct this kind of " scientific " research? More importantly, how do we teach others to do what it has taken our whole career to learn? The history of the development of phenomenological method in psychology is traced from its roots at Duquesne in the early 1970s to its further implementation at the University of Dallas over the past 45 years. The " workshop " approach to teaching qualitative inquiry is explored, along with the phenomenological and hermeneutic principles underlying the analysis of verbal self-report data. Formulating a research question, distinguishing the research phenomenon from the situation interrogated, engaging in direct " intuitive contact " with the phenomenon, reflexivity with respect to one's biases and presuppositions, the carrying-out of intentional analyses, and " deep listening " to the testimonies of others will be presented and illustrated with examples taken from research workshops over the past three decades.
Insegnare il metodo fenomenologico:la capacità di «cogliere il significato» nei percorsi di ricercadelle scienze umane*
Scott D. Churchill
Pubblicato: 30 dicembre 2019 Explorations in Teaching the Phenomenological Method: Challenging Psychology Students to«Grasp at Meaning» in Human Science Research
In order to fulfill our collective calling to understand and to heal human persons, psychologists needto be taught ways of listening, observing, and knowing others that respect and preserve the richnessof human experience as it is lived. This article serves to introduce current and future researchers of thehuman condition to a perspective that values what is meaningful in human life. This paper is devotedto two goals: (a) to present pedagogical strategies for the teaching of phenomenological method topsychology students; and (b) to present an introduction to the methodology of phenomenologicalresearch. What are we actually doing when attempting to conduct this kind of «scientific» research?More importantly, how do we teach others to do what it has taken our whole career to learn? The history of the development of phenomenological method in psychology is traced from its roots atDuquesne in the early 1970s to its further implementation at the University of Dallas over the past45 years. The «workshop» approach to teaching qualitative inquiry is explored, along with the phe-nomenological and hermeneutic principles underlying the analysis of verbal self-report data. Formulating a research question, distinguishing the research phenomenon from the situation interrogated,engaging in direct «intuitive contact» with the phenomenon, reflexivity with respect to one’s biases and presuppositions, the carrying-out of intentional analyses, and «deep listening» to the testimonies of others will be presented and illustrated with examples taken from research workshops over the past three decades.
Per corrispondere al mandato comunitario di comprendere e guarire le persone, gli psicologi devonoaffinare modi di ascoltare, osservare e conoscere gli altri che rispettino e preservino la ricchezza dell’espe-rienza vissuta. Questo articolo serve ad accompagnare coloro che fanno ricerca sulla condizione umanaverso una prospettiva che valorizzi ciò che èsignificativonella vita umana. Questo contributo ha duefinalità: (a) presentare strategie pedagogiche per l’insegnamento del metodo fenomenologico agli stu-denti di psicologia; e (b) presentare un’introduzione alla metodologia della ricerca fenomenologica.Cosa stiamo realmente facendo quando tentiamo di condurre questo tipo di ricerca «scientifica»?Ma soprattutto come insegniamo agli altri a fare qualcosa che ci è voluta un’intera carriera ad impara-re? La storia dello sviluppo del metodo fenomenologico in psicologia è partita in origine a Duquesnenei primi anni ‘70 fino alla sua ulteriore implementazione presso l’Università di Dallas negli ultimi45 anni. Viene qui illustrato un approccio laboratoriale per insegnare l’indagine qualitativa, insiemecon i principi fenomenologici ed ermeneutici che sono alla base dell’analisi di dati verbali dei pazienti.La formulazione della domanda di ricerca, distinguendo il fenomeno dalla situazione e impegnandosinel «contatto intuitivo» diretto con il fenomeno; la riflessività rispetto ai pregiudizi e ai presuppostidel soggetto; la realizzazione di analisi intenzionali e l’«ascolto profondo» delle dichiarazioni altruisaranno presentate attraverso esempi tratti da workshop di ricerca per più di trent’anni.
The enforceability of our policies was effectively compromised by legal technicalities that were well-known already to the Department of Defense – namely, the 5th, 8th, and 14th Amendments to the Constitution cited by the U.S. Reservations, which had been incorporated into APA policies in 2006 and 2013. (While it has been alleged that the Director of the Ethics Office was the one who supplied these DoD-friendly definitions to APA policy makers, at least one of the movers of those policies has claimed responsibility for their inclusion.)
Furthermore, our 2008 Membership Referendum to remove psychologists from GITMO contained “exceptions,” allowing military psychologists to provide services to other soldiers at GITMO, while forbidding them from otherwise working in unlawful national security settings. Another exception would allow independent psychologists to provide humane assistance to detainees. These exceptions became loopholes that were exploited by the DoD.
The presenter will tell some of the story of bringing NBI-23B to Council floor – first briefly, in February and August of 2014, and finally the substitute motion that had been developed for seven months by several contributors, including Council representatives, activists, and APA staff.
In this presentation to the Gestalt institute of Italy on the occasion of their annual conference entitled "Embodiment and Ecology in the Actual Sufferings of Everyday Life", we will reflect on how our living experience of other sentient beings becomes a “call to action.” More specifically, we will be questioning how it is within an "ethos of care" that we move from simple everyday perception to action & advocacy. We will be interested here in better understanding how perceiving and knowing others can move us into a position of caring and of caring-for [Fürsorge]. Among the challenges for phenomenological psychology in the modern era is the crucial one regarding how we break from our “first person singular” experience in order to encounter and engage with others in a communal world. At the heart of the current lesson is the question of how our embodiment - with its aptitude for empathy, mutuality, and communality - enables us to transcend solipsism (and simple self-absorption) towards moral, ethical, and practical engagement.
“People are watching a lot of material on Netflix and Amazon Prime because they are not going out in the world right now,” said Dallas VideoFest Founder and Artistic Director Bart Weiss. “This gives them a chance to engage their brain and feel more active. Maybe next time you watch something, you start to think about it in a different kind of way.”
practice.
In addition to early descriptive phenomenology of Husserl, or hermeneutic phenomenological ontology of Heidegger, the authors draw upon the recent developments in phenomenological philosophy: this includes phenomenology of emotions, embodiment,
self-awareness, and especially the sphere of inter-subjectivity and the constitutive analysis used by contrast with a more simplified focus on the structures of meaning evident in daily life.
Drawing upon his extensive history conducting existential therapy, the first presenter will examine the opening moments of the psychotherapeutic encounter engaging "Being-withone-
another", [Heidegger's Miteinandersein]. This becomes the context within which the psychologist comes to know the patient. The very presence of psychologist becomes the chief way of knowing the other.
The second presenter looks at the psychologist's acts of knowing from phenomenological and hermeneutic perspectives, reconsidering the meaning of Geisteswissenschaft [humanscience] and considering our mode of access to others in terms of empathy, second person
perspectivity, and Heidegger's Mitbefindlichkeit [finding oneself in a shared disposition].
Working within the phenomenological tradition of Levinas, Henry, Otto, James and Dahl, our third presenter will review her novel findings regarding the ways in which religious experience impacts both the internal and external spheres of experience, such as self-awareness
and one's relationship with, and action in, the world.
We will show that in psychological clarifications of marginalized areas of human experience, phenomenological reflection offers more than does common sense naturalistic approach to knowledge generally practiced in psychology. In a concluding discussion, we will revisit intuition in its rapidly changing current cultural contexts, as a valid and
promising means of delivering novel psychological findings and new strategies of successful clinical work.