oa Indo-Pacific Journal of Phenomenology - Editorial



While phenomenology has a rich and diverse history, largely embedded in the on-going debates amongst philosophers and social scientists, the one area that perhaps has not been focused on sufficiently is the teaching of phenomenology itself. Whilst it might be true that the very nature of engaging in debates is itself a form of teaching - and learning - the phenomenological endeavour could likely come to nought unless taught in a systematic, formalized and sustainable fashion.


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