Bracketing: practical considerations in Husserlian phenomenological research

Nursing research leans heavily towards naturalism, with phenomenology commonly adopted. The three main schools of phenomenology used are Husserl's descriptive approach, Heidegger's interpretive hermeneutic approach and the Dutch Utrecht School of phenomenology which combines characteristics of both. Husserl's approach--the description of ordinary human experiences as perceived by each individual--involves four main steps: bracketing, intuiting, analysing and describing. Many phenomenological nurse researchers consciously decide to adopt a Heideggerian approach because of the perceived difficulties in achieving bracketing. This paper examines the concept of bracketing (epoché) and outlines some of the practical considerations when attempting to achieve it.

The Ontology of Thisness

The paper seeks to give an account of what it is for an individual to instantiate thisness, and how an individual and its thisness are related (where the thisness of an individual x is the property of being identical to x). Such an account is completely lacking in the literature, even among those who defend and make use of thisness. My approach is to seek out a model for the instantiation of thisness by canvassing realist accounts of the substance/attribute relation , and then make appropriate modifications to the most likely candidate in order to accommodate an individual's instantiation of thisness (the accounts cannot be strictly identical for reasons that I explain). I go on to suggest that the model can be appropriately applied in the case of other individuals which might instantiate thisness: for example, persons and events (where these are conceived as fundamental categories of ontology distinct from material substances).

Masks as methodology and the phenomenological turn: issues of interpretation

The purposes of this chapter are to argue for (i) the heuristic value of the concept of mask and masking in research which has its basis in psychodynamic theory but relating it to socio-cultural theory as means to understanding self-experience (ii) the value of creating and performing masks as one valuable methodological ‘embodied’ form in social and educational research that represent individuals’ richly textured self-other constructions and allow for the interrogation of any simplistic dichotomies associated with notions of ‘inside’ ‘outside’ categories (iii) exploring possibilities and dilemmas of interpretation within this frame