Attending to learning differently: Phenomenology, experience and slowing down

In this blog post written for the British Educational Research Association (BERA), I explore how phenomenology can help researchers and educators attend to learning as it is lived, rather than focusing solely on outcomes. Drawing on research into children’s experiences of learning mathematics outdoors, the post considers how slower, calmer and less pressured learning environments can create space for curiosity, attention and meaningful engagement. It argues that understanding learning more deeply may begin by slowing down and noticing differently.

https://www.bera.ac.uk/blog/attending-to-learning-differently-phenomenology-experience-and-slowing-down