Potential Abstract:
This research article investigates the role of authenticity in the context of phenomenological theories through the utilization of a collective portal. The study aims to deepen our understanding of how authentic experiences and reflections can enhance the application of phenomenological theories in educational settings. The collective portal serves as a platform for educators, researchers, and students to engage in authentic, reflective dialogue, thereby facilitating the exploration and co-creation of knowledge.
Using a mixed-methods approach, this study includes both qualitative and quantitative data collection methods. The qualitative phase involves in-depth interviews with educators and students, as well as the analysis of digital artifacts shared on the collective portal. The quantitative phase employs surveys to gather broader perspectives on the impact of the collective portal on participants’ understanding and application of phenomenological theories. The data obtained from these methods will be triangulated to provide a comprehensive analysis.
The findings of this research article contribute to the growing body of literature on authentic learning experiences and their connection to educational theories. By exploring the phenomenological aspects of authenticity, this study sheds light on the potential benefits of integrating experiential and reflective practices within educational contexts. Additionally, it offers insights into the ways in which collective platforms can foster collaborative learning communities and amplify the impact of authentic experiences.
The implications of this research are significant for educators, policymakers, and researchers alike. The findings can inform the design and implementation of educational interventions that emphasize authenticity, reflection, and active engagement with phenomenological theories. The collective portal represents a novel approach to knowledge co-creation, providing a valuable resource for educators to enhance their pedagogical practices and students’ learning outcomes.
Potential References:
- The authenticity of self: Conceptualization, personal experience, and practice
- Friend or fiend? An interpretative phenomenological analysis of moral and relational orientation in authentic leadership
- Interviewing separately or as couples? Considerations of authenticity of method
- The rise of expressive authenticity
- Gender, authenticity and leadership: Thinking with Arendt
