Seminar 5th July 1-2pm with Dr Kyungmee Lee

Before leaving for Seoul, Kyungmee is visiting us in Wales and we’re delighted to link her up with Cardiff University’s School of Social Sciences Educational Research Seminar Series. We’re meeting in-person at the Glamorgan Building Council Chamber and online through Zoom (joining link). There’s no need to register if you wish to join.

The title of her talk will be ‘Educational Researcher (and Machine) in the Posthuman Era: Methodological Reflections.

There has been increasing enthusiasm for and conversation on machine-assisted research innovation in the broad field of education and social sciences. This seminar will provide a brief overview of popular claims—both positive and negative—about fast-emerging posthuman conditions; and unpack some of the dominant discourses of innovative machine-assisted research approaches. The ‘back-to-person’ and ‘back-to-basic’ methodological approaches, exemplified by autoethnography and evocative academic writing, will be discussed as a critical alternative approach to rethinking machine-assisted research and researchers.

Who is Kyungmee??

Senior Lecturer in the Department of Educational Research at Lancaster University. Kyungmee is a co-editor of Studies in Technology Enhanced Learning. Her research targets the intersection of online education, adult education, and international education concerning issues of accessibility and inclusivity. Using a range of qualitative research methodologies and evocative academic writings, her current projects investigate the academic experiences of diverse non-traditional student groups in distance education settings. Kyungmee’s scholarship emphasises concepts of discourse, knowledge and power, understood through a broadly Foucauldian lens.

Phenomenology of Practice in full colour

Felicity and I are deeply grateful for Professor Michael van Manen’s seminar yesterday. Prior organisation was a little stilted by email, and the announcement somewhat belated. Nevertheless, we were encouraged by the turnout, a respectful group of almost 50 tuned in. Michael gracefully took us through an illustrated tour of phenomenology of practice, with reference to the ‘Classic Writings’ book and his own research related to his work as a neonatologist.

Professor van Manen presenting

Michael kindly allowed us to record the presentation although his use of many evocative images makes it impossible to share very widely. If you would like to view, please get in touch with us using the info@hanfod.NL email address.

Here are references shared in the seminar:

Networked Learning Editorial Collective (NLEC) et al. 2021. Networked Learning in 2021: A Community Definition. Postdigital Science and Education 3(2), pp. 326–369. doi: 10.1007/s42438-021-00222-y.

van Manen, Max 2016. Researching lived experience: human science for an action sensitive pedagogy. Second Edition. London New York: Routledge, Taylor & Francis Group.

van Manen, Michael 2012. Carrying: Parental Experience of the Hospital Transfer of Their Baby. Qualitative Health Research 22(2), pp. 199–211. doi: 10.1177/1049732311420447.

van Manen, Michael 2018. Phenomenology of the Newborn: Life from Womb to World. 1st edition. New York: Routledge.

van Manen, Michael and van Manen, Max 2021. Classic writings for a phenomenology of practice. New York: Routledge. Available at: [link to CU Library record]

I stopped recording at the start of the question/discussion part to help everyone feel less inhibited. I have anonymised and reproduced the four questions and answers here though:

Continue reading “Phenomenology of Practice in full colour”

hanfod.NL on the road – BSP in Exeter!

The Senior Common Room at Exeter Queens Building where the hanfod.NL banner had its 2nd outing

Congratulations to the teams (BSP & Exeter) on a brilliant event! It was a great privilege and pleasure to attend in-person after sampling online in 2020. I was a bit embarrassed to be thanked for chairing the methods session yesterday, when the hosts were all over it. I merely did a bit of sentence strangling, to allow a couple more questioners their say. Even that was made far easier by Zoe Waters who anchored the session.

Exeter Quay

I went to Exeter with few expectations but a fair bit of dread, and kept reminding myself of why I was going: literally fly the flag for hanfod.NL But fainter hopes were more than realised. It was so helpful to be exposed to a range of current scholars deploying a wide breadth of phenomenological ideas in a variety of ways. There were certainly opportunities to break the brain on thoroughgoing philosophy but also a range of ‘engaged’ papers. Even the read-out and zoom-streamed philosophy papers were more accessible at a conference. In her NLC2020 keynote, Prof Lesley Gourlay (sadly not at BSPAC2022 – one day Lesley 😉 raised the eventedness of lectures as special, and, if we aim for everything to be recorded, because we can, we risk consigning the arguably richer embodied congeniality of events to channel conducive, generative scholarly activity. At Cardiff’s graduation events, I missed the ceremonial announcement that we were ‘having a congregation’. When we concur to devote time and space of our short lives in these ways, it matters and the in-between chatter matters. In one conversation we reflected on how the pressure to raise production values messes with the messiness of exploring ideas, plainly admitting we do not have all the answers cuts against demands to be slick.

Exeter Cathedral in the sun, community café in shade

I don’t claim much depth to my phenomenology yet I was able to keep pace with many of the papers. Without mentioning names, someone in the methods session criticised the inherent reductivism in published frameworks that aim to help novice phenomenologists. Of course, such frameworks can be helpful, and this is especially the case where a ‘loose coupling’ leaves the researcher with guiding stars, rather than a prescriptive routine that squeezes out opportunities for developing reflexivity. Students can be in too much of a rush and instrumentalise the method instead of understanding it and their place in it. Phenomenology is beyond understanding for the best of us anyway… And yet, Max van Manen’s phenomenology of practice, not mentioned this week, does, for me, hit a sweet spot of impelling one to push for deeper grounding into the heart of phenomenology while laying out the parts in sufficient detail to avoid getting completely lost. Max was busy on a new edition of his 2014 book, so we were thrilled that his son, Michael van Manen, who did get a mention this week, agreed to present for us on the 14th (see previous blog post). I was not there to present a paper, at least I was able to encourage a few scholars even newer to phenomenology than I am: I was able to point to the place of oft dreaded canonical writers, drawing from Max van Manen’s framing them as ‘insight cultivators’. It’s not how much you cover, but how inspiring a sentence can be for analysis. With that in mind, I’ve set off on a 2-page per day odyssey with Merleau-Ponty’s Phenomenology of Perception. I’ve always believed in the importance of reading beyond oneself but MP seems harder than Gadamer! I will find my feet again in the Preface, which is more than enough to stretch the mind.

Statue of Floella Benjamin, famed Chancellor (not least for hugging graduating students rather than doffing or handshaking!

Back to the conference, another draw for me, and hanfod.NL interests, was that Dr Lucy Osler was presenting. One of her aims was to seek another way out of the dichotomy between technological optimism/pessimism and online/in-person sociality. A brilliant talk, there were clear links with the recent symposium papers and great potential for cultivation of insight!

Lucy Osler beaming in from Copenhagen on the first day of her lectureship at Cardiff! Just outside is the well greased elbow of Matt Barnard, indefatigable in his support of the event – big thanks to him!

Webinar 14 Sept 22, 2pm (UK): Michael van Manen

We are thrilled to announce a webinar featuring Michael van Manen (University of Alberta profile page). Endowed Chair in Health Ethics, Michael is the Director of the John Dossetor Health Ethics Centre, and an Associate Professor in the Department of Paediatrics.

Michael van Manen

In just over three weeks time, on 14th September, Michael has very kindly agreed to rise early to help us understand phenomenology of practice from his perspective as a neonatologist (see webinar abstract below). We have scheduled 60 minutes for the presentation, leaving 30 more for questions and discussion.

Image: DrParthShah, CC BY-SA 4.0, via Wikimedia Commons

Among other notable contributions, Michael recently collaborated with his father, Max, to publish Classic Writings for a Phenomenology of Practice. This is an important work to support and demonstrate the heritage of the Phenomenology of Practice approach, also documented in the 2021 paper Doing Phenomenological Research and Writing.

A link to Michael’s recent discussion of Medical Ethics is offered below.

Webinar Abstract: Phenomenology of Practice: Ethics, Phenomenology, Value
What does it mean to do phenomenology directly on the phenomena that we live?

What distinguishes phenomenology as a method compared to other human science traditions?

How may phenomenology offer relevance and value to professional practitioners such as teachers, nurses, doctors, social workers, or other caring professions?

Phenomenology does not have to be an impenetrable philosophy but instead may be realized as a method to sensitively explore and explicate everyday human experiences.

Such understandings offer insights into the everyday ethics implicit in the practices of practitioners.

In this talk, I will discuss the tradition of phenomenology of practice, and the intersections of ethics, phenomenology, value, and technology at the hand of several health research projects. I hope to show the value of phenomenology for practice and also the value of practice for phenomenology.

We do hope you will join us on the day. Please email for the Zoom joining link or download this ics calendar file. We hope to record the session so you can catch up if you are unable to attend online.

NLC2022 ‘Found Chord’ symposium papers link

I remember well enjoying the 2020 conference from Cardiff and have fond memories of really important happenings, including hanfod.NL that arose from it. However, to be back in-person at Sundsvall was profoundly wonderful. I have some photos on flickr and Felicity composed brilliant montages, one of which is featured here but see the others and her brief write-up on her EmergentThinkers blog.

We are incredibly grateful to our fabulous partners especially because our combined work strengthened the conference and lay down a marker for phenomenology at it.

Montage from our ‘Found Chord’ symposium at NLC2022 (cc FH-B)

The papers have been made available on the conference website – this link to it might work for a while [I’ve also added the Zoom Breakout Room paper to my Cardiff Uni profile]. One of our next plans is to take the papers and create an edited collection with them. However, there may be room for a couple more contributions. If you have a good suggestion about that, please get in touch (via the contact form or email if you wish).

Re-purposing the time 12 & 14 September 2022 14.00-17.30 (BST)

We were planning a workshop to tide us over between the fact that we couldnt run with more than 90 minutes at the conference – it really needs longer than that! There has been little uptake and so we are planning to pitch the workshop off into next year. Meantime, we have some exciting work and plans for the slots, the Wednesday in particular with a special guest speaker webinar.

Just a quick post to invite anyone who would like to participate in another online-only phenomenology of practice workshop with us later in September, please email info@hanfod.NL to let us know and we can send you further details. As you might appreciate, there is a LOT of catching up to do after being away at the Networked Learning Conference so I may come back to doll this post up a bit when I get a chance.

These sessions are only introductory and yet the focus is so deep, many people, us included, appreciate returning time and again to the same matters so feel free to do so. Apologies to those who will struggle to make this timing because of time-zones. We have not forgotten you! We just needed to get something in the diary for after the conference where we could only do ‘Session 1’, see below:

Session 1 – 90 minutes – Online-only 12th September 14.00-17.30 BST

Introduction to phenomenological research (30 mins) and fundamental concepts (30 mins)

EXERCISE: crafting a phenomenological research question (30 mins)

Session 2 – 90 minutes – Online-only 14th September 14.00-17.30 BST

Doing phenomenological research: human science (e.g. gathering material through interviewing, observation) and philosophical methods (e.g., the reduction)

EXERCISE: writing lived experience descriptions


Adams, C., & van Manen, M. A. (2017). Teaching phenomenological research and writing. Qualitative Health Research, 27(6), 780-791. doi:10.1177/1049732317698960

hanfod.NL @nlconf #nlc2022

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Wonderfully, some of us are able to travel to an international conference to celebrate and enjoy this event, after an in-person hiatus of four years for regular NLC delegates. I am writing this as the coach takes me from Wales across England to Heathrow. Very sadly I am mindful that Professor Cathy Adams is unable to attend for unavoidable personal reasons. Her in-person presence will be sorely missed and we wish her well (hugs will be all the tighter next time, DV). This throws down the baton for Felicity and myself to make a success of the workshop on Tuesday afternoon, based heavily upon Cathy’s content and approach. For this 90-minute workshop, we are running in-person only (but offering another online only workshop 12 & 14 September 14.00-17.30 (UK time). The organisers sensibly opted for a hybrid of online and in-person attendance. Whatever the merits and compromises of trying to cater for both, the prospect of having to swing to online only again was very real and we would just have to make it work again. Life has become even more uncertain over the last months, and these very days, our conference host nation is deciding whether it will join NATO, something Russia may not take without disruptive retaliation… something every one of us travelling to Sweden has a heightened awareness of. Why travel when you could ‘videoconference’ is an obvious question that some will ask. Below are two slides from our zoom breakout room presentation to help explain. When I played spot-the-difference with these images with students yesterday, although there were smirks at those in the picture who were slumbering (a classic trope used by those who denounce lectures), their other responses chimed with Prof Lesley Gourley’s superb keynote at NLC2020, and the eventedness of this kind of gathering that was so much richer than what is sometimes mocked as an embarrassing attempt at anachronistic, domesticating knowledge transfer into passive recipient digital natives with hybrid learning styles and minimal attention spans.

In-person education (large class to group-working)
Online education (large class to group-working)

Image credits: Polly makes pancakes, cat daydream/distraction large class, solitude laptop, groupwork

Mike’s daisy: spoken

man's left hand holding a 2-flower daisy chain above grass with daisies.
How many daisies does it take to make a chain? Now we have two!

I recorded this ‘daisy’ as a prelude to our symposium, ‘Networked learning and phenomenology: a found chord’, and note it is published one month before the start of the 13th International Conference on Networked Learning.

Mike Johnson, speaking without notes, about speaking.

I promised that I would follow Greta’s recording, however, it was always, following the daisy chain metaphor, going to involve some violence to what she did, in order to ‘attach’ this recording to her’s. Indeed, I felt torn between Greta’s brilliant scholarship and erudition, that she read it out, [even more terrifying for me now is that Greta later informed me that she wasn’t reciting!!!! I am scrabbling at the foot of Greta’s Eiger-like scholarship, but anyway…] and something that Gadamer (2014) discusses concerning recitation:

Reciting is the opposite of speaking. When we recite, we already know what is coming, and the possible advantage of a sudden inspiration is precluded.

(Gadamer 2014, p552, in the Afterword)

Thus, for my recording, I felt compelled to try and speak without notes. Just 10 minutes after all… Should be easy! No. Apart from exposing the huge gulf between my ‘beginner’ level scholarship in phenomenology and Greta’s astonishing expertise, and the danger of my sliding into waffle, part of the dread of this recording is my own reluctance to foist more verbiage into an already cluttered world. You might be able to sense the awkwardness in my voice. So I don’t have a verbatim transcript for you but will add the following…

I wished to link this post with Steve Fuller‘s 2014 argument in his keynote, ‘The Lecture 2.0’, at NLC2014 (watch on YouTube and hear Nina in the questions at the end!), that brand-conscious/savvy Universities ought to only put out content by the ‘best’ performers. That was a provocation, and sat alongside other notable points which I take up here:

  • The lecture is not mainly about the faithful conveyance of knowledge to the next generation. I am bored of the classic medieval image, as can be seen in Wikipedia’s Lecture entry, of some authority figure at the front reading from the only book and students having to write it down to have their own copy of the book. Steve points out that, even then, there was more going on…
  • The lecture, in the enlightenment sense, is someone exemplifying ‘daring to know’ (after Kant). Academic freedom was a ‘guild right’; the academic is someone whose broad horizon can review much, and make discriminating judgements about the field, and improvise upon that, to ‘riff’ off their notes, to think in public, straying from the script, somewhat like a jazz performance.
  • The text is still vital, spoken improvisation is on the basis of text.
  • The student in this setting is training for freedom, in that academic sense of freedom to critique, based on broad/deep scholarship. It is something that maybe only happens formally in viva exams but has many practical and practice-based applications, such as in healthcare within multi-disciplinary team meetings or giving an introduction to a musical performance (I’ve enjoyed Jonathan James (Twitter) doing this for the BBC, here more reciting, here more improvised ).
  • Merely dealing in orthodoxy within lectures strangles the enlightenment ideal of growing the capacity to think for yourself and compete (and win) an argument. Adept at this, I cant be a ventriloquist – I have to take responsibility, weigh, measure, understand the audience and adapt the speech. I’ve explored this with staff in a seminar around ‘learning to think in public’ – mindmap here.

And then… I must also link these ideas with our Networked Learning Conference Symposium paper is that, in our analysis, a zoom breakout room, a virtual meeting, thins out self-revelation, the truth of the person that we cannot filter so well when in-person. Nothing but in-person speaking obliges ‘unplugged’ students to stand behind their words.

Where do spoken words arise from? Is there not something uncanny in the unscripted spoken word?


Recorded using Audacity. Photo on Flickr.

Symposium Progress

Mike, Cathy, Felicity, Jean, Kyungmee and Nina met using Jitsi (soon afterwards joined by Greta!)
Mike, Cathy, Felicity, Jean, Kyungmee and Nina

It was a high delight even to meet virtually last Monday, 1st November, to align our objectives and aspirations for a phenomenology and networked learning symposium at the next conference 16-18 May 2022. Felicity and Mike are gently pinching ourselves – we feel like we have a ‘dream team’ of enthusiastic participants who can genuinely carry the hanfod.NL vision of bringing phenomenology into the spotlight within networked learning.

  • Greta Goertz (2021 PDSE article) – Re-presencing the digital trace in networked learning design
  • Nina Bonderup Dohn – to discuss Merleu-Ponty’s importance for networked learning research (YouTube video abstract)
  • Kyungmee Lee (Twitter profile) – exploring what phenomenological ideas can bring to writing ‘thick description’
  • Jean du Toit and Gregory Swer – reflect on student reports of alienation and self-awareness while studying in a pandemic. (Meet the authors in this YT video and a recent unrelated article in Teorie vědy)
  • Felicity, Mike, Cathy Adams and Joni Turville (Twitter profile) bring a phenomenology of practice lens to the student’s experience of Zoom breakout rooms.

Some of the discussion was about having five solid full papers when a symposium is usually four papers, but we have ambitions around filling a double-symposium and developing something substantial to make good use of the time.

We established a few dates: Mike to draft a symposium proposal outline by 26th Nov. 10th Dec to send around full drafts of papers to each other for feedback and responses, and comment on the symposium draft. 3rd Jan 2021 for final full papers, ready for submission as soon as possibly prior to the 7th January target for Networked Learning Conference scientific review.

In sympathy with Greta’s idea of retaining control of the traces we leave within the Internet, we chose to use Jitsi for this meeting and it performed admirably although browser-based (sometimes app-based video-conference tools are more stable). Unfortunately Greta was delayed and so unable to join the group photo-call.

Planning for the symposium in NLC2022

We feel like our 10/11 June workshop was so long ago…. although it is a happy memory. Another small example of overcoming in the face of the pandemic… However, if you had a summer like us, writing was not easy to fit in. A busy life can really desiccate attempts to enter into a phenomenological attitude…

We hope you have managed to relax a little over the ‘holiday’ period – you may be still trying to do so.  However, we can’t rest on our laurels for long – we have started to properly look forward to next year’s in-person conference – a very exciting and hopeful prospect, given global events.

If you have time, take a look at this site which takes an informal look at the host city: Mike really tried to find a land route to Kolding in 2020, and is wondering whether not flying is going to be a realistic option this time without having to immitate Phileas Fogg!

Nacksta Sankt Olof, Sundsvall, by Hans Lindqvist, CC BY-SA 4.0, via Wikimedia Commons

One of hanfod.NL’s aims is to organise a phenomenology and networked learning symposium – the deadline for symposium proposals and full papers is the same –  October 8th. We need a clear idea about the viability of a symposium well in advance and so we’re inviting you to join us. Please email with your abstract by 2nd September in order for us to meet online for feedback and review on the 3rd at 2pm (GMT) – you are welcome to join us. We will email the zoom link you if you send us your abstract.  

We look forward to hearing from you (soon 🙂

#hNL21 Phenomenology of Practice Workshop success

It’s a wrap: you know it was good when people don’t want to leave 🙂 just a small capture of a very full conference but a tardy group pic in the final seconds..

Less than 24 hours ago, we closed down our screens on the successful finale of the hanfod.NL inaugural 2x half day conference. Mike and I would therefore like to take the opportunity to officially thank Professor Cathy Adams for the generous investment of time and energy in the planning and delivery of her outstanding ‘Phenomenology of Practice’ workshop, which is in addition to the contributions as hanfod.NL’s ‘Ffenomenolegydd Preswyl’/’Phenomenologist in Residence‘. The bar has been set high for future events. Thanks also go to Professor Nina Bonderup Dohn, for the lead on our research plans and the wealth of advice on the day-to-day running of hanfod.NL. We must also credit our expert workshop facilitation support, Dr Joni Turville, Dr Begoña Errasti, Dr Iris Yin, and doctoral students, Janine Chesworth and Gillian Lemermeyer.

A big thank you to the Networked Learning Conference Consortium, its co-chairs, Professor Thomas Ryberg and Professor Maarten de Laat, who sponsored and supported our event. The very valuable inputs of NLC’s Stine Randrup Nielsen and Morten Kattenhøj must also be recognised.

We were so grateful to have such a wonderful delegate community drawn from many countries, and look forward to continuing to nourish the new relationships forged. 

A quote from one of the participants:

It was a pleasure and a privilege to attend the workshop. I enjoyed the clear explanations making such a complex field as phenomenology and the equally complex theoretical constructs it sets forth “easy” to follow. Awesome phenomenological dive. So thought-provoking and evoking! 

Thank you, Diolch.

Felicity and Mike

The phenomenology trail – hNL21 to NLC22 Sweden

In less than a week we look forward to #hNL21. Here, Professor Nina Bonderup Dohn, University of Southern Denmark, takes us through the research links between hanfod.NL and our event sponsor, the Networked Learning Conference Consortium. Timelines, short & longer term plans, and research & book ambitions.

Exciting times.

Looking forward to seeing all our registered participants next week – those registered already can make use of our communication channels and files access.

In the words of Nina ‘Phenomenology is here to stay in Networked Learning’.

Looking forward – the trail from #hNL21 online to NLC22 in Sweden

Thanks to the generous support of the Networked Learning Conference Consortium and the online nature of the event, the event is free, but pre-registration is mandatory.  See  our Event Registration page for details.

#hNL21 Merleau-Pontian lens vlog

Just 3 weeks until #hNL21 and we share a new vlog contribution, this time from Professor Nina Bonderup Dohn, University of Southern Denmark. Nina’s shares a brief introduction to Merleau-Ponty’s phenomenology and discusses focus points in a Merleau-Pontian investigation of networked learning.

It is through our bodies that we are “at grips with the world” (Merleau-Ponty [1945] 1962, 353)

All our vlog contributors are ‘Voices from the River’ – ‘Lleisiau o’r Afon’.

We continue to wish to hear and learn from those who have already taken to phenomenology’s ‘waters’, who can draw us in and along with as we learn with them.

Thanks to the generous support of the Networked Learning Conference Consortium and the online nature of the event, the event is free, but pre-registration is mandatory.  See  our Event Registration page for details.

#hNL vlog suite spoilers

Another week passes, just a month until #hNL21, so we tantalisingly dangle some of the VLOGs housed inside our #hNL21 MS Teams Event Vlog Suite – an opportunity to explore, showcase and celebrate what a phenomenological lens can bring to Networked Learning.

We tease with two vlogs:
Associate Professor Jesper Aagaard of Aarhus University, Denmark shares how phenomenology can help us ‘open up’ established research fields and
Dr. Joni Turville, University of Alberta, Canada, provides an overview of a phenomenological/post-phenomenological doctoral research project.

We are super excited by the growing VLOG Suite inspired by Heidegger’s analogy – We shall never learn what “is called” swimming … or what it “calls for,” by reading a treatise on swimming. Only the leap into the river tells us what is called swimming’ (Heidegger, 1968:21).

All our vlog contributors are ‘Voices from the River’ – ‘Lleisiau o’r Afon’.

We continue to wish to hear and learn from those who have already taken to phenomenology’s ‘waters’, who can draw us in and along with as we learn with them.

Thanks to the generous support of the Networked Learning Conference Consortium and the online nature of the event, the event is free, but pre-registration is mandatory.  See  our Event Registration page for details.

hNL21 Vlog: In conversation with Assoc. Professor Rikke Toft Nørgård

Week 3 of our countdown to hNL21 online (10-11 June) and this week, Mike and I have the joy of sharing our mesmerising conversation with Rikke Toft Nørgård, Associate Professor in Educational Design & Technology, Danish School of Education, Aarhus University, Denmark.

Rikke enthusiastically shares her personal and researcher journey with phenomenology, which began with her doctoral study on gameplay corporeality, discovering bodies in games. Influenced by the work of Merleau-Ponty, and our very own Professor Nina Bonderup Dohn, a beautiful edition, we think, to our ‘Voices from the River/Lleisiau o’r Afon’ hNL21 conference VLOG suite.

Thanks to the generous support of the Networked Learning Conference Consortium and the online nature of the event, the event is free, but pre-registration is mandatory.  See  our Event Registration page for details.

Preview of hNL21 Phenomenology of Practice workshop

Week 2 of our countdown to hNL21 online (10-11 June), and we are thrilled to share a preview of our Phenomenology of Practice workshop led by Professor Cathy Adams of the University of Alberta. Cathy employs Max van Manen’s ‘Phenomenology of Practice’, post-phenomenology, media ecology and related socio-material approaches in her qualitative inquiries of technologies in teaching and learning.

Cathy has made a remarkable contribution to the field, and to hanfod.NL in particular and we are proud, as our Ffenomenolegydd Preswyl/Phenomenologist in Residence’, Cathy kicks stars our very first conference gathering, and sharing an example of one practice example of swimming in phenomenology’s ‘waters’.

Thanks to the generous support of the Networked Learning Conference Consortium and the online nature of the event, the event is free, but pre-registration is mandatory.  See  our Event Registration page for details.

GoFund hanfod.NL :)

After months of persistent phoning and thinking of ways forward, Mike and Felicity met at Barclays Llanelli so that we could arrange to ‘wet sign’ a mandate to share a bank account and secure full access and transparency viz hanfod.NL funds. This paved the way for reclaiming expenses from last year and setting up a GoFundMe page so that we can receive donations. We have set up hanfod.NL as a non-profit and, from the initial vision, the events we organise are free… but that does not mean they are cost-free to us! If you would like to share the burden, or even just encourage us in this work – totally done in our ‘spare time’ (ridiculous phrase when Felicity is home-schooling!) – please do donate something, however small. Thank you!

Hanfod: Networked Learning & Phenomenology

10-11 June CARDIFF 2021

Supported by the ‘NETWORKED LEARNING CONFERENCE CONSORTIUM‘, we are proud to announce that the 1st Networked Learning & Phenomenology Event (HanfodNL&P2021) will take place in Cardiff in Wales.

Hosted by Dr Mike Johnson & Felicity Healey-Benson, we look forward to welcoming you in 2021.

Join us to help define and shape phenomenology’s place and contribution to networked learning. At Hanfod, (the welsh word for ‘essence’) we hope to seed a vibrant community of phenomenological enquiry within this context.

“Neither phenomenology nor swimming can be learnt in a purely vicarious way. ‘We
shall never learn what “is called” swimming … or what it “calls for,” by reading a
treatise on swimming. Only the leap into the river tells us what is called swimming’

(Heidegger, 1968, p. 21″. (Quay, 2016, p486).

Event Preview:

Day 1: Thursday 10th June 2021

8.30am (GMT+1): Registration/Welcome

9.15am-4.15pm (GMT+1): Max Van Manen’s ‘Phenomenology of Practice’ Workshop led by Professor Catherine Adams

As one example of phenomenological research, Professor Adams interactive phenomenological research and writing workshop.

7pm (GMT+1) Delegates are invited to join us for a Welsh Banquet at Cardiff Castle. £54 (3-course meal, half a bottle of wine per person (or soft drinks) and traditional and contemporary songs in both English and Welsh).

Day 2: Friday 11th June 2021

9am-10.45am (GMT+1) ‘Voices from the River’ Pecha Kutcha (open to all phenomenological approaches)

Details on how to ‘submit a Petcha Kutcha’

11am-4pm (GMT+1): Writing workshop

In writing groups, delegates will prepare potential contribution to a ‘phenomenology symposium’ at the Thirteenth International Conference on Networked Learning (NLC2022), Sundsvall, Sweden

There are no fees for event attendance but pre-registration to this limited capacity event is required. Day 1 attendance is a prerequisite of day 2.