Neda Mohajel
Assistant Professor, Department of Educational Sciences, Farhangian University, Tabriz, Iran
https://scholar.google.com/citations?user=NjXAbUUAAAAJ&hl=en
Address: Assistant Professor, Department of Educational Sciences, Farhangian University, Tabriz, Iran
https://scholar.google.com/citations?user=NjXAbUUAAAAJ&hl=en
Address: Assistant Professor, Department of Educational Sciences, Farhangian University, Tabriz, Iran
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Papers by Neda Mohajel
approach can be a suitable method for analyzing religious experience in
the field of education. To show this, we have argued that the
phenomenological method, as a descriptive method from the first-
person perspective, allows a person to directly describe and analyze
his/her lived experience, and the analyst can use this lived experience to
analyze the meaning of the experience, giving the person the necessary
knowledge and understanding of the meaning of his/her religious
experience. Therefore, in the first part of this article, we have mentioned
some important features of the phenomenological method. Also, in this
article, we have shown that the holistic approach provides the
possibility for the phenomenological researcher to expose the target
person, i.e. pupil or student, to the description and phenomenological
analysis of his religious experience from different angles. In addition to
these two important points in this article, it should also be mentioned
that adopting a phenomenological approach in the analysis of religious
experience in education provides the researcher with the possibility of
opening his/her mind so that he/she can learn about different religious
beliefs without bias and prejudice and do research about them without
judging whether they are right or wrong. This issue can be one of the
strong points of such research, which in the field of religious education
gives the researcher and the researched people the possibility to share
their religious experiences in the field of education without bias and
prejudice.
Keywords
phenomenological approach, religious experience,
approach can be a suitable method for analyzing religious experience in
the field of education. To show this, we have argued that the
phenomenological method, as a descriptive method from the first-
person perspective, allows a person to directly describe and analyze
his/her lived experience, and the analyst can use this lived experience to
analyze the meaning of the experience, giving the person the necessary
knowledge and understanding of the meaning of his/her religious
experience. Therefore, in the first part of this article, we have mentioned
some important features of the phenomenological method. Also, in this
article, we have shown that the holistic approach provides the
possibility for the phenomenological researcher to expose the target
person, i.e. pupil or student, to the description and phenomenological
analysis of his religious experience from different angles. In addition to
these two important points in this article, it should also be mentioned
that adopting a phenomenological approach in the analysis of religious
experience in education provides the researcher with the possibility of
opening his/her mind so that he/she can learn about different religious
beliefs without bias and prejudice and do research about them without
judging whether they are right or wrong. This issue can be one of the
strong points of such research, which in the field of religious education
gives the researcher and the researched people the possibility to share
their religious experiences in the field of education without bias and
prejudice.
Keywords
phenomenological approach, religious experience,