Studying at York
Lived Experiences: An Introduction to Phenomenology - PHI00117I
Module summary
Lived Experiences provides an introduction to phenomenology, the study of lived experience, and uses this to better understand experiences associated with gender, race, disability and illness. The first part of the module introduces some core themes in the phenomenological tradition, associated with philosophers such as Husserl, Sartre, Heidegger, and Merleau-Ponty. These themes include the phenomenological method, the body, and the experience of others. The second part of the module considers applications of the phenomenological method to understand a range of different lived experiences.
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Semester 2 2024-25 |
Module aims
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To foster an appreciation of some of the key themes in the phenomenological tradition, specifically the phenomenological method, the body, and the experience of others
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To introduce students to the critical study of demanding texts
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To encourage students to think carefully and critically about differences between individuals and their different lived experiences
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To help students to see the ‘real-world’ significance of various philosophical ideas and arguments.
Module learning outcomes
By the end of the module, students should be able to:
—understand and explain a range of key problems, issues, and debates in phenomenology and express this understanding in clear, precise, and accessible terms
—develop and articulate ranges of alternative solutions to problems and issues in phenomenology in an open-minded way, drawing on module materials
—develop and articulate arguments for the alternative solutions considered in relation to problems and issues in phenomenology, drawing on module materials, identifying some points of weakness and some potential points for development
—make a judgement about what is the best view on a particular problem in phenomenology and argue in defence of this judgement
—identify some of their strengths and weaknesses by evaluating their own work in relation to departmental marking criteria
—apply simple strategies for improving their work, based on critical reflection, advice, and feedback
—demonstrate informed sensitivity to cultural and historical context in interpreting and responding to the work of others
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Special assessment rules
None
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Module feedback
All feedback will be returned within University and Departmental guidelines.
Indicative reading
Husserl, E. 1931/1960. Cartesian Meditations: An Introduction to Phenomenology. Trans. D.
Cairns, The Hague: Martinus Nijhoff.
Merleau-Ponty, M. 1945/2012. Phenomenology of Perception. Trans. D. Landes. London:
Routledge.
Hammond, M., Howarth, J. and Keat, R. 1991. Understanding Phenomenology. Oxford:
Blackwell.
Luft, S. and Overgaard, S. 2012. The Routledge Companion to Phenomenology. London:
Routledge.
Young, I.M. 1980. Throwing like a Girl: A Phenomenology of Feminine Body Comportment,
Motility, and Spatiality. Human Studies 3: 137-56.
Fanon. F. 1952/2008. Black Skin, White Masks. Trans. Markmann, C.L. London: Pluto Press.
Chapter 5. The Fact of Blackness (l’expérience vécue du Noir)
Toombs, S.K. 1995. The Lived Experience of Disability. Human Studies 18: 9-23.
Paul, L.A. 2015. What You Can’t Expect When You’re Expecting, Res Philosophica 92: 1-23.