1. Ali, N., & Peebles, D. (2013). The effect of Gestalt laws of perceptual organization on the Comprehension of three-variable bar and line graphs. Human Factors , 55(1), 183-203.
2. Annells, M. (2006). Triangulation of qualitative approaches: hermeneutical phenomenology and grounded theory. Journal of Advanced Nursing , 56(1), 55-61.
3. Baker, C., Wuest, J., & Stern, P.N. (1992). Method slurring: the grounded theory/phenomenology example. Journal of Advanced Nursing , 17, 1335-1360.
4. Bryant, A., & Charmaz, K. (2007). The
, Schuld und Notwendigkeit. Eine Wiederbelebung antiker Begriffe der Moral. Mit einem Vorwort des Autors zur deutschsprachigen Ausgabe. M. Hartmann (Übers.). Berlin: Akademie Verlag).
Wurmser, L. (1990). Die Maske der Scham. Psychoanalyse von Schamaffekten und Schamkonflikten. Berlin: Springer.
Zahavi, D. (2010). Shame and the exposed self. In J. Webber (Hrsg.). Reading Sartre: On Phenomenology and Existentialism (S. 211-226). London: Routledge
Barnacle, R. (2009). Gut instinct: The body and learning. In G. Dall’Alba (Ed.), Exploring Education through Phenomenology (pp.16-27). Chichester: Wiley-Blackwell.
Beames, S., & Ross, H. (2010). Journeys outside the classroom. Journal of Adventure Education & Outdoor Learning, 10 (2), 95-109.
Biesta, G. (2013). The Beautiful risk of education. Paradigm: London.
Bonnett, M. (2009). Schools as places of unselving: An educational pathology. In G. Dall’Alba (Ed.), Exploring Education
Albertazzi, L. (2013). Handbook of experimental phenomenology: Visual perception of shape, space and appearance . Chichester, England: Wiley-Blackwell.
Anolli, L., & Ciceri, R. (1992). La voce delle emozioni. Milano: Angeli.
Arnheim, R. (1960). Perceptual analysis of a symbol of interaction. In R. Arnheim (Ed.), Toward a psychology of art – collected essays (pp. 90–101). Berkeley, CA: University of California Press, 1967.
Arnheim, R. (1974). Art and visual perception A psychology of the creative eye. Berkeley-Los Angeles
Alerby, E. (2004). Windows of the school. Some notes on the significance of the source of daylight in school. Paper presented at NERA’s Congress, Reykjavik, Iceland, March 11-13.
Alerby, E. (2009). Knowledge as a ‘body run’. Learning of writing as embodied experience in accordance with Merleau-Ponty’s theory of the lived body. Indo-Pacific Journal of Phenomenology, 9 (1), 1-8.
Alerby, E., Bengtsson, J., Hörnqvist, M-L., & Kroksmark, T. (2002). Reflections on the signification of space in school from a
, T. (1999). Embodiment and cultural phenomenology. In G. Weiss & H. Haber, (Eds.), Perspectives on embodiment: The intersections of nature and culture. (pp. 143-162). New York: Routledge.
Dewey, J. (1897). My pedagogic creed. The School Journal, LIV (3), pp. 77-80. Retrieved November, 2004 from http://www.infed.org/archives/e-texts/e-dew-pc.htm.
Dewey, J. (1916) Democracy and education. Retrieved April 2006 from http://en.wikisource.org/wiki/Democracy_and_Education#The_Democratic_Conception_in_Education
Theatre, in the notional complexity to be undertaken, updates and in this update it feels more pronounced the tendencies of increasing the performing spectrum. Writing about theatre inevitably leads you to set on something, on that attribute bringing the conviction that around its analysis the appreciative matters get interesting and reveal assumptions for future analysis.
The article we propose approaches theatre in the cardinal ambiguity of meanings, namely in what we call here interval. We assume an approximate delimitation of this range, balancing and improving the center-periphery relationship, and then establish ourselves to turn the performance itself into a phenomenon, with a double implication. Making a connection between the audience and the performance is not something new, but if the significance, the midpoint of this relationship is fractured in the process transmitter-receiver, can we not think of the possibility of the interval/range as a deconstruct refuge of meanings?
This paper asserts that if hiding the meaning becomes a phenomenon itself, it will be possible to read the performance by averaging this interval in which will be found, in the articulation of the public’s reception, the association of the cultural and theatrical codes.
Reduktion. Husserls Reduktionen und ihr gemeinsamer methodischer Sinn.
In H. Hüni & P. Trawny (Hrsg.). Die erscheinende Welt. Festschrift für K. Held. (S. 751-771). Berlin: Duncker
Lohmar, D. (2006). Mirror Neurons and the Phenomenology of Intersubjectivity. Phenomenology and Cognitive
Science, 5, 5-16.
Lohmar, D. (2012). Thinking and non-language thinking. In D. Zahavi (ed.), Handbook of contemporary phenomenology, (377-398). Oxford: Oxford University Press
. (1999). Experimental phenomenology: A historical profile. In L. Albertazzi (Ed.), Shapes of forms (pp. 19–50). The Hague, Netherlands: Kluwer Academic Publishers.
Brentano, F. (1897). Über ein optisches Paradoxon. Zeitschrift für Psychologie und Physiologie der Sinnesorgane. Bd. 3 (349–358). Hamburg, Leipzig: Leopold Voss.
Calì, C. (2017). Phenomenology of perception. Theories and experimental evidence . Leiden Boston, Netherlands: Brill.
Cattaruzza, S. (1999). Philosophical theories and experimental design in vittorio benussi. Axiomathes, 1
1. Ajjawi, R. and Higgs, J. (2007). Using Hermeneutic Phenomenology to Investigate How Experienced Practitioners Learn to Communicate Clinical Reasoning. In The Qualitative Report, 12(4), (pp. 612-638).
2. Alebaikan, R. and Troudi, S. (2010). Blended Learning in Saudi Universities: Challenges and Perspectives. In ALT-J, Research in Learning Technology, 18(1), (pp. 49-59).
3. Al-Fahad, F. (2010). The learners’ satisfaction toward online e-learning implemented in the College of Applied Studies and Community Service, King Saud