Husserl Schutz

Husserl, Schutz, "Paul" and Me: Reflections on Writing Phenomenology Author(s): Valerie Malhotra Bentz Source: Human Studies,
Vol. 18, No. 1, Intersubjectivity as a Practical Matter and a Problematic Achievement (Jan., 1995), pp. 41-62 Published by: Springer Stable URL: http://www.jstor.org/stable/20011071 . Accessed: 11/08/2013 11:52
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Human Studies ? 1995 Kluwer
18: 41-62, 1995. Academic Publishers.
Printed
in the Netherlands.
Husserl,
Schutz,
"Paul"
and me:
Reflections
on writing phenomenology
VALERIE MALHOTRA BENTZ

The Fielding Institute, 2112 Santa Barbara Street, Santa Barbara, CA 93105
Abstract
This aware on the boundaries as I came is a reflection of academic to be acutely discourse paper of them while to a teach seminar in research meth? attempting graduate qualitative
ods. The purpose of the readings in Husserl and Schutz and the writing exercises was to assist students trained in quantitative methods and steeped inpositivistic assumptions about
research to write phenomenological which descriptions illustrated of lived experience. "Paul" could not write
the assigned papers due to a diagnosed writing "disability" but he did submit fictional
stories and sketches beautifully the concepts of Husserl and Schutz. Paul's
disability presented a natural "bracketing" experiment which brought the positivistic as?
sumptions surrounding academic research and writing to the forefront. I engaged in verbal
dialogues with Paul, in which he discussed the philosophical ideas. My work with Paul highlighted the extent to which the academic lifeworld marginalizes those who seek to write from the heart, disguising even the work of those philosophers who wish to uncover
direct experiences.
The
"crisis"
of
the sciences
is the
loss of meaning
for
life. (Husserl, 1970: 5)

Iwant itemize to touch things. a person's I don't want heart. . .that's I write the way why to just ? I do. "Paul"1 as the sociocultural as well the physical one, is experienced from the outset in terms of types: there are them and among trees, birds, fishes, mountains, dogs, . . . Irish setters to the they belong prepredicative The vocabulary and the syntax of the vernacular thinking. The world, of everyday language represent the epitome of the
typfications socially approved by the linguistic group. (Schutz, 1970: 119-120) Schutz talked about how we have to live, approach the
world according that we meaning to. When those don't to how we experience learn about challenge it, what we know,
I pushed it (Schutz may not want it pushed). My idea is

really until we or life, or ourselves the boundaries of our
lifeworld and the kinds of typifications we live according

boundaries are pushed we the vastness get an idea of of life. - Paul
42
Introduction This is a reflection on my encounter with "Paul" a graduate student who, due to a writing when he was a child, could not write "disability" diagnosed or in him which moved academic evoked deep feelings essays papers. Writing of his experiences. him to write fictional narratives, These ranged expressive to short stories. He submitted in length from brief dialogues and sketches in lieu of the assigned academic papers. some I designed exercises based upon Husserl's essential phenomenology and Schutz' cultural (lifeworld) My strategy was to provide phenomenology. these students could bridge from traditional academic social sci? to with Paul My relationship approaches phenomenology. during the two semesters inwhich he was a student inmy seminars, uncovered layers in were in the lifeworld academic which of conscious? my my margins previously exercises ences ness
seminar.
to me
inwhich
but which
nevertheless
framed
the experiences
of members
of
the
Paul's searcher aspects Brown,
the place of the consciousness of the re? "disability" highlights in the production of the text and brings the textual and contextual to the forefront of academic writing 1988; and (see Polkinghorne, as I participated in the "culture" of 1987). My work with Paul,
of Husserl's task, phenomenologists, opened the way to a deeper appreciation what he accomplished, and why phenomenology is critical to revival and to the forefront in social renewal It also brought the way science. a or screen on itself puts direct layer writing particular phenomenological or fictional writing. My for the first time, Husserl dialogues reading as amember as a teacher of my seminar. These dialogues reveal my dilemma run aca? when counter to student's traditional phenomenological insights as a demic expectations. Paul's fictional sketches stood back? challenging experience which is different from that of creative with Paul occurred while he was which drop for more sterile academic descriptions and far less expressive of emotional truths. seemed relatively remote
Paul's
challenge an intense young man of about thirty, pursuing amaster's in degree aware as a a of in local jail. I first became while working counselor
Paul was
sociology in a previous his gift for creative writing when seminar in social psychology he submitted a story in lieu of an assigned bond. essay on the mother/child ex? in poignant detail the devastating Paul wrote an account which described perience young of a G.I. who Vietnamese in the midst of war-induced peasant girl and
hysteria raped and killed a in a cover up of the then participated
43
involved his entire platoon. Since his discharge from the service incident which into the security the young man had been living with his mother. Retreating of this primary bond, he has been unable to establish relationships with women other than his mother. This former honors student worked only at low-skilled,
low pay jobs.

When story was made the Iwas so moved I read the account, by it that I cried. I assumed in the Vietnam war, but then was confused of his own experience
because he looked to be too young to have been in the military in the 1970s. I
a point of speaking with Paul about this after class the next time the relief and awe were my mixed seminar met. Anger, feelings when he told me was was not have this horrendous I that he did relieved fictional. the account and was not in reality emotionally crippled from it. Iwas angry experience and concerned about something that I had cried and was intensely moved After since papers: as 'learning disabled' because Early inmy school years, Iwas diagnosed was a not in I I I write. could read could put special class, was although tested and treated and tested and treated, but to no avail. Later (in the fifth in an grade) after a break through in therapy, I was able to write when Iwrite in these states is stories. intense feeling state. What When I asked him how he reached graduate school, Paul stated that he was able to graduate from high school and undergraduate college without having so to write an essay or analytical term paper. In fact, his classes were usually were or true cases that tests In all the choice false. those where large multiple a written instead. Was I taken in by Paul to the point where he fooled me with his story about his "handicap," the same way he misled me about the first story of his I read? Is his emotionally fiction a microcosm of his way of life? Is his appealing of himself tome? What does "disability" yet another fictionalized presentation itmean that Paul presented himself first to me in disguised form, as one who was guilty of an atrocious crime and hence unable to function? This inability to function took the form of a young man who stayed "tied to his mother's to me ? for aca? apron strings." Was this his symbolic way of tying himself demic survival, and at the same time telling me he was a liar? These thoughts occurred tome occasionally I came to believe in the months during which we worked together. the truth of Paul's disclosures and came to see academic style term papers, Paul was able to paper was required, he was able to negotiate giving an oral report apologizing school, Paul adamantly, he had difficult told me writing of his essays "handicap." or analytical Ever term
which did not actually happen to him. Iwas in awe at his writing ability.
primary
However, him as a person of integrity. his inability to write Despite
44 the fine points of the difficult texts assigned in the seminars. Never? an in his first seminar with me, because he theless, he received "incomplete" had not submitted a term paper but several short stories instead. He said that discuss he continued to undergo therapy to deal with the problem and hoped to turn in the papers presently. In the qualitative research seminar, the second seminar Paul took with me, apparent that it would have been ironic for me to fail Paul to submit "stories" instead of academic papers. His sto? he continued illustrated the methodological issues which students were asked to ad? in their written exercises. solutions
it soon became because ries dress
More and they embodied significantly, to the critiques of positivism and Schutz. I of Husserl sense of uneasiness when I anticipated felt a gnawing failing him because he not the in did the required work produce required form. It would have been to to the spirit of the subject Iwas teaching for me, a professor, contradictory demonstrated fail a student who to exhibit the methodological by his nature was unable flaws of positivistic methodology. his work, On the other hand, if I changed my standards to accommodate I being soft? erratic? Paul this was to remain Would this be arbitrary? manipulated? in this state? After intense dialogue with Paul I not the case. Paul was in serious academic trouble inconsistent?
was
encouraging was convinced with were
If Paul other classes with only for term papers. waiting incompl?tes, term papers at one of the term he could easily have purchased dishonest, paper "mills" surrounding the campus, frequently advertising on bulletin boards in not so very disguised language. Indeed, Paul was quite shy and did not ask or waivers. He simply turned in his stories and, when favors for special tu? his dilemma and his current efforts, with therapists, explained prompted, his "handicap." tors, and friends, to overcome to a group of graduate to teach phenomenology As I struggled I the horizons and sedimentations in lost of sight steeped positivism was me. for the and Indeed, it only "safe" allowable possible ing frame of reference. The course take place under a large positivistic as phenomenology not catalogued that such a course (and I believe students surround? seminar to itself was could not
Rather I taught it under the rubric of have passed the curriculum committee). a topic in a seminar on "qualitative methodology." The qualitative/quantita? tradition to allow analyses itself ismade within the scientistic tive distinction or those which were not pre? a greater variety of observations to encompass dicted and coded prior to the research. The seminar was only thought safe as a supplement to courses on quantitative research and statistics.
Reflecting on my dilemma with Paul brought me in touch with theway

voices from screened quickly other places, from different out of academic environments. "other" and discarded. and settings, are carefully are of such worlds The purveyors a of the genius Only because he had lifeworlds
labelled
45
lonewolf had Paul survived so long. I have seen others of high intellect and
fine sensitivity who either leave and go into the arts or turn to alcohol drugs to relieve the stress of these strictures on their creative energies. or
Creating
a clear
space
in consciousness
for inquiry:
"Origin"
In the spirit of this critique of positivism Iworked with ing in the social sciences, but reaches
and of the hegemonic way of know? students to reach points of "origin."
Origin is a place in the psyche which is not at all similar to logical grounding,
this point. This place is the inner well spring of beneath/beyond science?where there is no contradiction between intuition and poetry, music, It is what Schr?g (1980: 69) refers to as the place of the "origin" judgement. of the human sciences. or "foundations" as Schr?g is not talking about "epistemology" nor construed by philosophers, does "origin" imply a place of traditionally an calls for of epistemologi temporal beginning. Schr?g epoche (suspension) an sense cal thinking. (1980: 11) This move of reason as requires expanded well as a broader sense of experience. It is also amove which leads to an "end By origin in its traditional sense as the sole arbitrator of reason and gate? of philosophy" for valid It responds to the call to open up ways of knowing keeper knowledge. to diverse forms emanating from multiple cultures and lifeworlds. It resonates to feminist critique (Belenky, Clinchy, Goldberger and Tarule, 1986; see also reverses the critique of everyday life place of origins as and reveals the the lifeworld all of understandings ground knowledge. is not an alternative scientific methodology but is rather Phenomenology a deeper level of knowing. It is the place of "origin" that provides a center for Smith, 1990). The sense. From this "original" conscious? conducting inquiry in the post-positivist ness, one can anchor ones' inquiries and at the same time be open to the mul? Students who would become tiplicity of cultures and forms of knowing. must be guided phenomenologists not from the place of prestructured can be approached. phenomena "transcendental ego": to the place analytical of origin. thinking, It is only from here, that descriptions of
Husserl (1970: 210) reached towards the "origin" in his concept of the
I know through my phenomenological studies that I, the previously naive of naive ego, was none other than the transcendental ego in the mode I know that tome, as the ego again straightforwardly hiddenness; perceived as a human being, there a reverse side which consti? belongs inseparably tutes and thus really first produces my full concreteness, I know of this whole dimension of transcendental interwoven with one another functions, and into the infinite. throughout extending
46 Because Paul of his disability, Paul could at about nine had been diagnosed only write from the point of origin. as suffering from dyslexia, writer's
block, acute anxiety, and a generalized learning disorder. Paul's disability of reveals essential academic, aspects analytical writing which are disguised norms of academia. In this regard the case study of in the taken for granted Paul reflects son who and Harold Garflnkel. the techniques of Merleau-Ponty The per? the names of colors, reveals to the has amnesia, and cannot recognize the way the normal person, by contrast, categorizes colors based investigator on their relationship to other colors in the surroundings 1962: (Merleau-Ponty, "Agnes," formerly amale who became a female through surgery, simi? life reveals the way each of us constructs our gender identity in everyday larly to 1967: Paul's write elu? "academic" (Garfinkel, 174f). style prose inability 190f). cidates Paul demic difficult could blindnesses. unable to be a positivist, Constitutionally not do the assignment because he was unable to adopt the aca? attitude when he wrote. While he could discuss the points in "objective" its functional incapable "from the
texts orally in the seminars, due to his "disability" he was of writing in the "scientific," analytical way. He could only write Paul was
heart."
about concepts, but not writing analytical capable of discussing to him writing necessarily took him to the place of "origins." As them because he said in a letter: to see if I can maybe I will try to give you a call or stop by next week of the thing. I can talk about workings explain some of the more analytical ? all that stuff fine, just can't write it no emotion.
Husserl's
eidos,
and Paul's
"fiction"
The freedom of eidetic research also demands
necessarily
operating in phantasy. (Husserl, 1982: 132) As human beings we have to order the world by telling
stories; by making stories. In that way we can live more Paul fully. in eidetic
We follow our universal principle that every individual

event has its essence, which can be seized upon
purity and, in this purity, must belong to a field of possible eidetic research. (Husserl, 1982: 67)
Pure science have phenomenology, is real. of what been is neither It is a science a science of facts not which eidetic same a of phenomena reduced. The end of essence is not
phenomenology thing as consciousness objects of
transcendentally is the essence. of
This
the
an essence.
consciousness, (as in false
incorrectly,
like other Essences, can be attended or to correctly Precise thinking). geometrical
47
of essences is necessary, is similar 1982:
apprehension therefore such Data: We
need. We my
facts, we have all it palatable. A big issue with me in to is supposed is that sociology chosen area, sociology, . . . that is not what or more want data generate people . .? Paul need. need to make
apprehension don't need more
(Husserl, to sensory
43)
perception. the facts we
Husserl
delineates asked
two levels of bracketing
in the distillation are different
of essences. from
The
epoches aside of biases. supposedly
for in eidetic Neither
theory-free
phenomenology are the epoches a way station or concept-free observations:
the setting in the development of
world posited in the natural attitude, actually found The whole prediscovered in experience and taken with perfect "freedom from theories" as it is actu? as it clearly shows itself in the concatenations of experi? ally experienced, ences, is now without validity for us, without being tested and also without In like manner it shall be parenthesized. all theories and being contested, sciences which relate to this world, no matter how well they may be grounded or otherwise, shall meet the same fate. (Husserl, 1982: 62) positivistically the assumptions based in the sciences, First, one brackets It becomes social sciences. clear that the sciences themselves tices embedded must If one bracket the including occur in prac?
and intermingled with the world of everyday life. Next, one a come about which from the lifeworld. assumptions phenomenon of a specific experience the flow of consciousness or object of con? itself, one must
not an essence is describing but rather is describing sciousness, transcendental
even bracket the belief in the existence of the lifeworld.What is left is the
as it intuits phenomena. consciousness ego, the constituting Husserl that all of this takes the lifeworld. However, recognized place within to of the seminar had great difficulty Members learning recognize and then the of traditional science which bracketing (setting aside) assumptions they had been so carefully taught. Having accomplished such bracketing, they were to write aspects of the phenomena to study. Primary fresh descriptions they wished of positivism which they were to set aside were the separation of one?
self from the objects of study (Giddens, 1974:22) and the ignoring or repress?
responses. ing of emotional Paul could not bracket positivistic assumptions able to "learn" them in the first place. His existence because he had not been a natural "brack?
provided of the lifeworld and of the social sciences. When eting" of the assumptions Paul sat down to write, as he thought about a concept, such as Husserl's idea of consciousness, was itself prepredicative the intuition he experienced and It the involved tone whole emotional of his As he sensuous, preverbal. body. to describe the intuition of this experience inwriting, he could not attempted
48 literal realism. The descriptions of do this in the form of academic honestly came out in "fictional" in acts of forms. Their creation occurred the essences imagination. description structions is not the resulting description. But the The eidetic phenomena con? is the closest which Paul could come. Are Paul's imaginative of the essence
than closer to the phenomena of these experiences academic style papers? from the place of the from the heart, writing Was Paul, when writing answer the is yes, because of Husserlian process, By way phenomenologist? those of the students who wrote Paul to be with it, then wrote allowed himself experience, the answer is no, because Paul did not write descriptions fiction. By example, as an earnest philosopher, making his processes of consciousness explicit and reached analyzing them. Similarly, Paul could not write a paper on Schutz' theory of "typifications" as they structure action in the lifeworld. However, he could and did write a had a tremendously beautiful short story of how racial typifications negative a as on the way Paul stocks of common understood his child. life impact are as? and typifications relevances vantage points, biography, knowledge, in the levels of aware? life. He was well aware of variations pects of everyday ness and the web he could disassociate of multiple about realities. He could illustrate this with because stories. But he could not not write writing the theory of the lifeworld, In Paul's words: from feelings. to a direct
the truth will satisfy, striving to reach and less than uncovering Nothing ... and, I can now understand, can uncover in all its fullness life's essence see why it is that I cannot write analytical papers, have never written one.. . because I have hoped and to do so would be a betrayal of everything dreamed for. (Paul in conversation) Paul's exuded words were a sense of enhanced intellectual by his presence. and emotional Paul was excitement. good looking, and I In his presence
he was excited by always felt that he understood what was being discussed, new ideas, he was driven by matters of internal importance, he had a passion for seeking justice, for reconciling things. He spoke with a slightly country/ Texas accent, which heightened my sense of him as in touch with everyday truths. Paul stimulated me to reflect on the academic structuring of writing. Even themes to accept the writing of papers, "compositions" along phenomenological takes one away only from the realm, of social sciences. The exercises were an acrobat like the rope on which to cut away these assumptions, designed walks. me The net into which the acrobat falls is that of humanities with discourses Paul taught experi? to the rules of composition. Working according that standard academic prose is remote from descriptions to phenomenological ence, and usually bears no relationship structured
of direct essences.
49 The one rules of writing term papers taught in courses called traditionally are a structural format for academic discourse. Here one assertion
"Freshmen with
per paragraph and follow this up In some colleges, evidence. this is accompanied supporting by other core courses such as logic, speech (based on principles of argumentation) includes the canons of "the math, science and a social science which usually runs through these courses is not to trust scientific method." A theme which All of the lifeworld because the knowledge of this is reinforced in accordance choice tests came it is either erroneous with conformity or inconsistent. standards. to these
Composition" learns that one must make
Paul managed to get through all of this, and with his command of logic,
multiple to force experience. According to Husserl, phenomenological essential elements Phantasies are primary and fiction of poetry aspects to clarify thinking. Free variations are imaginings designed are informed by eidetic intuition. of phenomena. Phantasies such intuitions: into composition. too sacred easy. Writing was to him too personal, to stories close could of his the truth Only get
also clarify
.. .one can say in strict truth, that "feigning" ["fiction"] makes up the vital as of every other eidetic science, that element of phenomenology is feigning the source from which the cognition of "eternal truths" is fed. (Husserl,
1982:133)
The subject matter of the seminar, led directly to questioning the distinc? tion between writing which is considered "factual" and "fiction." Consequently Paul and the other students read Denzin's work which makes this issue the? matic. There are "factual" accounts which are so removed or distorted as to be are so true to experience that they are are presented as factual. (Denzin, 1990:23f). Whether the writer intends to be truthful or not, the relationship between fic? tion and fact, and truth and falsehood is complex. Did Paul's "handicap" aca? therefore, from the point of view of "scientific an as a him Paul As said: demics", give advantage phenomenologist? and fictional accounts which which more real than renditions As human beings we have to order the world by telling stories, by making stories. In that way we can live more fully. We have lost that inmodern society, we don't know how to tell stories or interpret them as well. The fictional
ney were all one thing. At night the mother and father and children would tell stories and sing them and itwas a beautiful type of singing. This laced the whole lost that. community together. A big thing to me is that we've There are a lot of stories there but people don't know how to interpret them or help us make to use the stories in our lives. In all connections we are altering reality those qualitative methods a frame? by imposing work on it. All these methods are building a story. They are saying: this
Dake tribe in Southwest Africa - theirwork, their life and spiritual jour?
50 has a beginning, middle and end, there is a journey of sorts. phenomenon were saying that is how we order the world. We have Folks like Heidegger to have a story as our guidepost.
Dialogues Paul was
with
Paul of
their logic, and texts, analyzing interpreting complex his oral discussion in discussions. in and Indeed, speech creating typologies on the writings Schutz and others showed considerable of Husserl, insight. come to I concern Paul asked for academic standards, maintaining Feeding my as to to his be I certain to wanted discuss office each assignment. by my capable inwriting each story relative to the theories we were reading. Upon so impressed with his understanding of the our first such encounter I became issues and his ability to verbally discuss them that I began to write them down intentions verbatim, with his permission. I asked Paul to comment on his reading In the first dialogue relation to the story he had submitted. Paul said: Look of Husserl in
For most of us there is a dual mode of at the experience of writing. one is on the one is analytical and one is creative. When consciousness, other one must stay off. This is a way of being, not just neurologically ... When I sit down to write Imust put myself based. Look at my writing but am open to in a certain state of awareness where I'm not forcing myself I let the images congeal and then write it down. O.K. when my imagination. I sit down to write the writing blocks if I try to analyze. a teacher told me to write down what I Twelve years ago (age eighteen) if I have a character who is doing said. I can write stream of consciousness that. came up. It used to be that the idea of writing I used to panic whenever I that don't like way. panicky feeling.
When I asked Paul how the story he had submitted, called "TheMotions of
theWind" related to Husserl he said:
one is engaged the other is When of consciousness. take don't take place in the same place separately. They suppressed. They moment. Some people are good at switching back and forth rapidly. I used To get to the analytical to get at the creative mode. exercises relaxation this shuts down and Imust build it up again. mode that is the creative aspect of us. Looking back at some of our experiences I have a panicky to isolate it from the whole We are encouraged person. I wrote then I stopped at one I was young attitude about writing. When and distinct modes
After Iwrote it I thought of how I approachwriting. All of us have separate
point. In the fifth grade I had troublewriting legibly. Iwas labelled a slow
learner in the fifth grade, this squelched that part of my personality. Some
51 one who has a "Pooh Bear" personality" way of perceiving I had problems with schedules and numbers the minority. The next week between I asked Paul to continue He his commentary said: the world is in until age thirty.
on the relationship
his writing
and Husserl.
I started to take Husserl's When idea that there are structures of conscious? ness as they related to objects in the environment and that you can't sepa? rate subject and object of consciousness I started to do imaginative on those modes variations in my experiences of consciousness and how are a I made they arranged. diagram. Paul showed me a diagram. Then later he said:
I am normally very much in a feeling, non-logical mode. When Iwrite I go I cannot be in back and forth between observation mode and application. both at the same time, most people go back and forth more rapidly. I have trouble shifting. I have to shift to write stuff down.
Paul said that aftermaking the diagram he did not like it:
When I try to write I usually will come up with some type of emotion. An I let myself feel what that is. I let it image is tied up with an emotion. some kind of story. Then characters emerge. Usually when I start become to write it down it flees. It is a task to get it. In school they put me in special I had a problem of writing. Iwas superior in reading, lousy in education. me come after school every day what they called "penmanship." had They and write my letters. Iwas pissed off being separated from everyone and class. In counseling put in the special education they did desensitization with me. A sense of anger and dread surrounds these experiences. I am an auditory type, what ismore important is the sound of the words as they go together. Even if everything else works I can't tolerate it unless it sounds right. has been a reactionary part of my life. For me writing is going to Writing be right there by my soul. Whenever I decide it is something I am going to do it is at that level, an engagement with my soul. It is frightening. So I am to from it. stay away always trying Iwon't Every time I sit down to write something scholarly and academic do it. Imay decide not to put myself let myself to be asked in a position
will be because it will be something thatneeds to be said, again. If Iwrite it

through I use a
that is worthwhile. Imade it through undergraduate all the way more a with honors without than three page paper. writing at work to complete my counseling records. Dictaphone I thought about how Imay
conversational analysis. acter was asked to write
to do a encourage him to complete his assignment I asked him: "Can you write a story inwhich a char? and record a conversation it?" He said: and analyze
52 ? I do write itmust come from that part of me that is potent the a me a to there is of that has need express myself part creativity, creatively. Imust take a step, make a commitment... if you do something through love you may as well give it everything got, you're going to have to you've risk everything, it has to be done. go with what is there, just write because comes out won't count for anything otherwise. Whatever My fear has to do with being in that place for a sustained period of time, and being the whole of that and the structure component (school, work to has I need to make a commitment. be I need to get life, etc.) managed. a on master's and then full time and write the side. my get job When
than anything there. . else I could do. That's we a we have where ask about everyone point truth. I the have right path, pursuing feelings of It sounds kind of hokey. with my true purpose. I said that it doesn't Paul continued: sound hokey to me.
It (writing) is frightening because itmeans really going into that place, doing it consistently, disciplining myself to do it.That will teachme more
. That's why I'm sad, like whether we are taking the not having been connected
I have a unique way of seeing the world, I've always felt ashamed of it. I now accept that that's the way I am. If other people don't like it-tough. I can be valuable if I follow my own music, doing that is risky, but I must do it to be satisfied. I haven't been able to take the pragmatic attitude. a deep spiritual sense in Paul, I asked him: "Are you the question seemed oddly to disperse the strong sense (Asking which seemed Paul energy present.) replied: Sensing I'm Catholic. I'm very have lost the connection religious?" of spiritual
I'm not practicing. We (in our society) religious. to the spiritual part of everyday existence. that he decided labelled who to finish He his master's
The following week Paul announced degree. He spoke of his anger at being anger at the use of the word this term. Paul said:
"disabled." described
about a classmate
spoke of his his stepson with
I am not "disabled." I am ambivalent about this. Iwant to be evaluated by the same standards as everyone else, yet I feel I am different. I have to come at writing from a different angle. For me writing and a is tied to emotions situation. in his determina? In dialogue, both parties are changed. Paul was changed was more to I tion finish his M.A. than I realized at the changed profoundly time. At the time, I thought more deeply about the way inwhich the structures of academic discourse, even of phenomenological discourse are slanted win
53 dows on a much richer direct experience. The window panes frame and di? rect the gaze through the glass which muffles the sounds of pain and joy and I leaves the observer out of touch with the living flesh of those inside. Now it as a push towards
see this experience with Paul and my fascination with into my own truth as a writer of "fiction." my coming
Schutz
and Paul like other students in the seminar, read Schutz (1970). Taking Husserl his later delineation of the importance especially
Paul, (1970)
as a starting point,
of intersubjectivity (1982, 1989), Schutz contended that itwas of crucial

in the lifeworld that the social sciences clarify their foundations importance come aware to be in this could which of the con? way they they study. Only in everyday nection between and those held by persons life. their concepts of Schutz refined Max Weber's notion the ideal reference type by important to Husserl. Weber was acutely aware of the way social scientists understand of typical courses of action and and interpret social reality based on models it clear that this process is similar to the way typical actors. Schutz made each member Social scientist, typical scientists actors structures the understanding of social life. this and make it process clarify merely explicit. The social or creates constructs to indicate said Schutz (1970: 28), "puppets" of a community
economists base their likely traits and actions. For example, on can the man" who to act model "rational be predictions expected predict? his wealth. Skinner's ably to maximize organism" "behaving responds pre? to positive and negative reinforcement. dictably some Schutz (1970: 121), explains of the tensions of human existence in terms of the dissonance between privately held typifications and those which are socially approved. One of Paul's stories addressed typifications about race and how these had profoundly effected his growing up. The story exemplifies forms of experiences of social contradictions and social injustices. In speaking of his attempt to write about Schutz' concept of typifications in the lifeworld and how they are challenged and change he wrote a story of a
white
left the boy who grew up with an abusive father. He and his mother father when he was about eight or nine to live with his aunt and uncle "Ishmael." The scene was the late 1960s in a university town. Ishmael was a Black Pan? ther.While fications typifications Paul could not write he could can be: write an academic about how a story paper about the concept of typi? the experience of important
This story is about a boy with a white abusive father who cannot relate. His uncle is a black man.. but the black .society cannot allow this relationship man is the "father-in-love" in the sense of father and son.. .the boy has to
54 resolve that but never does.. .all he knows is the person who taught him to love is Ishmael. There are always structural conditions that funnel us into types of rela? That was my understand? tionships and ways of interacting with others... Pasts are imposed on us by society. ing of "typifications." How are typifications Iwas trying to get at how challenged? Changed? these typifications alter. That period of time, like the 60s, were times when were challenged. This leads to new typifications that have a typifications certain structure. During the middle types are challenged, period, when this always happens with marginal It is in part due to their biogra? people. sense their of and their wrong, phies, right feelings about what is right and
wrong.
central character, the boy, which is "me" as a boy was marginal to to love was black and aMuslim, male The who him only everything. taught to her and had kids with her. and later married living with a white woman was all he knew?he The boys stayed on the fringe-that would not change one way or another. In the story of the boy and Ishmael, the boy's realization of the negative of blacks he grew up with was challenged when he visited his typifications father and step mother who lived in a small Midwestern town. One day a racial couple - black man and white woman mixed passed by his grandfa? ther's porch. His father and step mother made snide remarks about the couple. The boy said nothing. - he had On his grandfather's in his heart but was not porch knowledge able to apply it due to previous The boy betrays his relation? typifications. - the - and Ishmael this was a only man he loved as a father ship with . . I sold out for the easy life. . .That of himself. private betrayal story so brings home to me that a lot of the ideas of the 60s were ungenuine, many of us have sold out totally. The
Schutz, The
Paul, Husserl,
and me:
Strangers
all?
the man who has to place in question stranger "becomes essentially to the members that seems to be unquestionable of the nearly everything 1976: 119-120) approached group." (Schutz, I have a unique way of seeing the world, I've always felt ashamed of it. I now accept that that's the way I am. If other people don't like it - tough. I can be valuable only if I follow my own music. Doing that is risky, but I - Paul must do it to be satisfied. an immigrant, refugee, banker, scholar, activist. He was an econo? and philosopher, musician close to both the Vienna circle and Husserl. mist, Schutz lived in statuses of multiple marginality. Schutz was like a stranger in that he lived and worked intellectual practiced settling interests were as a scholar permanently and banker although his primarily as an economist and the social sciences, where he in phenomenology Schutz was
in New
the Nazi period, he fled Europe, and teacher. During in a York. 1983: 374) Schutz was (Wagner,
55 in that for the most academic position, marginal States he taught part time at the New United lived the sense of "multiple sential realities" which of his academic School for Social career in the
Research.
Moving as he did from the lifeworld of the banker to that of the scholar he
he wrote about. He was "stranger." Similarly Paul, his diagnosed "disability," was a "stranger" from the world students. Paul was excluded their emotions The as they write. in his role as a writer a quintes? and as a student with
social science among graduate of those who disconnect from
is unaware of the "recipes" by which normal stranger, says Simmel, are he has to discover, carried out. Consequently, life activities learn, everyday make explicit what everyone else takes for granted. The stranger: the man who has to place in question nearly everything becomes essentially to the members of the approached that seems to be unquestionable group.
(Schutz, 1976: 96)

from
Excluded group
the past history history"
a "man without
of the group, he is to the members (1976: 97). The stranger similarly
of the cannot
distinguish between the typical and the individual. Suppose that in his in?
in the culture he happens upon first of all quiry into the ways of behaving a deviant, who not only mispronounces is a social outcast words, but who norms. The stranger would come to he does not follow established because as different think of these ways of behaving because they are not like his, but mistake them for the new norms of the culture in which he is living. As Schutz typical In addition, the stranger may see problems with the cultural patterns for granted which the setting do not see: those within The (1976: ones." 103) says: "He is inclined to take mere individual traits as taken
the ris? stranger discerns, frequently with a grievous clear-sightedness, the whole foundation of the "relatively ing of a crisis which may menace natural conception of the world," while all those symptoms pass unnoticed the members of the in-group, who rely on the continuance of their cus? by
tomaryway of life. (1976: 104)

lack of immediate position
The
in a suspect
of customs acceptance vis a vis the group:
and norms puts the stranger
mem? The reproach of doubtful loyalty originates in the astonishment of the

bers of the in-group that the stranger does not accept the total of its cultural pattern as the natural and appropriate way of life and as the best of all solutions of any problem. The stranger is called ungrateful, since possible he refuses to acknowledge that the cultural pattern offered to him grants him shelter and protection. But these people do not understand that the as a state not in the of transition does consider this stranger pattern protect
56 ing shelter at all but as a labyrinth in which he has lost all sense of his
bearings. (1976: 104-105)

At the end of the his second term with me, Paul wrote me a letter, attached The letter expresses his attempt to
to the draft of a novella
he had written.
fulfill the "incomplete" in social psychology by explaining the reasons for the
novel, and his decision to devote himself totally to writing. His letter expressed to some creative commitment the marginality of those who have a passionate endeavor cially so? and which is not generally may never bring fulfillment of that failure if tried the fear failure and he rewarded. Paul expressed and totally could lead him to wish to die. At the same time he said that which now as having that not to try would be a greater failure. He wrote to come from a place of experiential truth: of his
wholly he realized writing
Nothing uncover see why because dreamed
the truth will satisfy, striving to reach and less than uncovering can in all its fullness... life's essence and, I can now understand, it is that I cannot write analytical papers, have never written one ... I have hoped and to do so would of everything be a betrayal for. said that he
once again why he did not tell me this in person. He He explained cries when he speaks of it and was crying as he wrote of it: Whenever I write
(and this is how, I have finally come to realize, I first and I have never understood developed my block) the tears come flowing, from whence they come, or know why or what they are about, but they come, and it used to frighten me, and the way I coped with itwas just not to write period.
Paul writes
because of his deeply felt empa? of his own feeling of marginality sense has caused him to experience feelings thy with those around him. This of others intensely and at the same time ironically feel isolated from others felt are seemingly oblivious like an outsider because outsiders. the plot of his novella, the beginning sketches of to this level of awareness. of this, although He says he has always he recognizes that there are
who
fellow
Paul goes on to explain which were attached: Iwanted stances
circum? to explore the theme of how people living under marginal - who are denied access in which to the communities they live, looking for constantly struggling to find a sense of place, longing to belong, that they are truly solace in the love of another but ultimately realizing as the in whatever way they can, resulting feelings of alone, they fight off, - and to is the only way of that of because alienation course, explore reality, a with such coping predicament.
57 is a nineteen year old orphaned slave character of Paul's novella a on at the time of the civil war. The boy has a Texas plantation boy living a meaning in which he negotiates vision for his life at the hour of his death. The main sex with a deaf it was found out that he was having hung because own as a stems Paul's the from his with girl. empathy boy experience a stranger with marginalized "disability." white of the stranger bears similarities to Husserl's Schutz' description descrip? as essences. Husserl's tion of the activities of a transcendental it intuits ego as amathematician sets him apart from the more typical philoso? background and sci? pher. His relentless and courageous critique of traditional philosophy at entific epistemology odds with him his entire culture. placed contemporary Husserl lived his life in a cultural sense as an epoche on the dominant culture. In this sense, Paul was also like Husserl and Schutz in being a "stranger" in the academic mainstream. in the Here, too I am a stranger like them, as are most phenomenologists social sciences. Even there, in the comfort of my accepting peers, Imust move to the margins to write my truths. Even there I feel like we do not attend closely goals. to each other, but tend to focus more attention on our own pursuits and He was
Vietnam, strangers Perhaps
Native-Americans,
wolves,
phenomenologists
and other
of rape and murder, Vietnam, where seeks to clear the world
with Paul was his story of The culture of positivism every? base, Stripped of their economic the spirit and language of their lifeworld, Native Americans were pushed into a vital cultural force in their "reserves," yet from this territory are building own voice. What has been known of other lifeworlds we have filtered through the lens of positivistic are Now (Clifford, anthropology. 1983)2 they speaking that my first encounter or victimage. of resistance.
it was
an omen
or choose to remain silent. In the face of the reaction of non for themselves, Western to the position of the subject in anthropological research, peoples come to question has its "authority." As James Clifford ethnography (1983:
12) says:
If ethnography cultural interpretations produces through intense research how is unruly experience into an authoritative transformed experiences, written account? How, precisely is a garrulous, overdetermined, cross cul? tural encounter shot through with power relations and personal cross pur? as an adequate version of amore-or-less discrete "other poses circumscribed an author? individual world," composed by
58 of the objective real? ethnography interpreting a circumscribed no seen as the of is but is "colonial" "other," represen? ity longer acceptable, tation. Clifford replaced such a stance with hermeneutical dialogical model, The model Ricoeur and Godamer. Yet even recognizing the leads of Heidegger, as and fluid, there remains the question of the text as interpretation dialogical an authoritative a power for "coherent presentation presupposes organizing followed
controlling mode of authority." (Clifford, 1983: 133)

are characterized the absent author, by the non-voice, writings the godlike stance of objectivity without body, spirit, hunger, desire. Continu? the great giant of the power of the aca? ally these voices bring into presence these writers constitute In their linking to these disciplines demic disciplines. Scholarly In the great army of cultural production, they are the generals, they remain in hiding. engineers, majors. As producers of knowledge down researchers and describe their feelings, or the way reach Courageous their power. their consciousness the way is entering their self was into the processes of definition. and reconstituted constituted affected, Some describe in the activity.
Williams, 1985) On the Indeed, for some thiswill be the study. (Paget, 1983: of Hamabata critical (1986:367) writes self-reflec ethnography, cutting edge
on his own narrative as a form of "per? tively in his own voice, commenting of the person he was doing fieldwork sonal exorcism" inToyko. Some may be breaks in the text, entries of the self and offended by these frank excursions, even the self as other. Echoing it as the scientism of the past, they characterize move? or as indistinguishable from a "self-awareness" "crude subjectivism" ment. I get by, and in Iwrite from a position of multiple marginality. Because of relative power, I forget my own marginality. my positions some as? to me I acknowledge in the mirror which Paul presents Looking a am a as a I raised in of also woman, "stranger." pects conglomerate myself and working class cultures, with aspects of aristocracy, middle environment, primarily medicine Lutheran, partially Catholic, with an undercurrent of female witches, women and saints on both sides. I became a therapist, a sociologist,
marginalized
as a woman the dominant and as one who criticized in sociology a at I tenure I the almost from gave up university where beginning. paradigm a had developed for phenomenology, methods, qualitative following itself was and other non-traditional endeavors. This university hermeneutics
I now work as an associate because itwas awoman's university. marginalized dean and faculty in a non-traditional graduate program where faculty are seen
primarily as facilitators for the ideas of their students. This I did just at a time inmy lifewhen I had finally given voice tomy first book. This book itself is
as a scholar Even my existence it is a study of women. because marginalized and editors. I am ex? is due to my work being accepted by male colleagues of the stranger as a "man." cluded by gender even from Schutz' discussions
59 Conclusions and
implications
This exploration of Paul's inability towrite analytically highlights issues in

social from sciences an alienation fact/fiction Standards of academic analytical style require epistemology. a distancing in the act of writing, of self from one's emotions
of the the objects of study, a rejection of the imaginary, a reification an a of the form and alienation from distinction, story rejection to him writing was a personally sacred act involving the reader. Because or was "disabled" in Paul either refused these experiences deep feelings, relation to them. from among Since academic culture is based writes her whole a world non-alienated on positivism, the person a self becomes marginalized, selves.
who
"stranger"
of objectivating
Husserl thought that the sciences inEurope had brought humanity to the
edge of cultural disaster because of their analytical and ethically neutral stance. was a "sham philosophy" in its efforts He believed which logical positivism of crucial importance. Its net could not address questions towards precision result was We make to increase skepticism to the point of cultural disaster:
our beginning with a change which set in at the turn of the past It concerns not the scien? of the sciences. century in the general evaluation in tific character of the sciences but rather what they say, or what science 1970: (Husserl, general, had meant and could mean for human existence.
5-?)
As I taught and practiced phenomenology through my own research3 (Bentz,
1989)(Malhotra, 1981,1985,1988,1988)
of dissertations search culture
aswell as through the supervision
aware of the way I became the re? and research projects, at the university where I taught and the lifeworld I in which a un? I uncovered lived supported positivism. Whenever of layers question, and boundaries, indeed, every place marked explored aspects of frameworks out and given the stamp of academic and scholarly approval was imbued with and its limitations. positivism The assumptions of positivism the norms of research through? undergirded out the university. The dissertation format proposal required by the graduate and "data analysis" strate? school asked for "hypotheses," "data collection,"
for sponsored faculty research. The titles gies as did the outline of proposals on which I served to review the ethics of proposed of the committees research were called "human subjects" and "animal subjects." Researchers were asked of the research justified possible harm to human to such spell out the possible ways of alleviating subjects. or through referrals to psychotherapists. harmful effects, through "debriefing" The animal Harm, injury or death to animal subjects did not need justification. the contributions asked They were researchers merely were asked to state compliance with minimum federal stand to state why
60 ards for the conditions of laboratory animals. No
theoretical, grounded theory, or phenomenological research was funded by the graduate school. ethnography Theses and dissertations methods had to be framed to fit using non-positivistic or an to format the hypothesis had be made for a special argument testing dispensation. in potholes. of "social Heresies, I brought like phenomenology, it into the sociology only tolerated in the cracks, graduate program under the rubric were
or "qualitative methods" seminars. psychology" As a writer of fiction motivated and emotional intuitions, by deep profoundly was to of experience able realm?forms eidetic Paul tap into Husserl's puri?
fied by thebracketing of both scientific assumptions and norms of the lifeworld

of practicing our common Paul's moments of writing reached to his and a this his stories carried origins. point critique of repres? in the lifeworld. sive typifications Who was closer to resolving the "crisis" of European science and culture? graduate students. From saw his work
Paul? Or Edmund? Edmund had the pride of the academic philosopher who
as that of a prophet with a "calling" to lead humans towards as Marcuse salvation. However, points out, this stance bears affinities with from cultural values. To Marcuse, the pride of the scientist detached Husserl
reverted to theKantian position, giving primacy to theory to the neglect of

does not just leave praxis out of the picture. He remains practice. Husserl emo? Edmund's behind the curtain of his exquisitely refined intellectuality. tions are hidden from those who read him, even from those who devote life? times to the pursuit. As such Edmund is a great guru of the mind, but not of the whole being. As a pioneer phenomenologist, Husserl was extraordinary. to his "disability" Paul could not take this path. In his stories Paul wrote more directly of emotions and social practices. Yet his own emotions and body Due are hidden in them as well with Paul as revealed. my inquiry into the essence aware of the radically different of phenomenol? way of being of Working ogy. In this inquiry, the phenomenologist. intensified
I became
is not a "research method." Rather it is Phenomenology a way of being of constant radical inquiry, (van Manen, 1990) As a teacher, I became more aware of the reasons why it is important to read and re-read the masters. Helmut I became aware I needed Wagner, transcendental ego. Even with this source. It is the soul of each of us which hard to repress.4 Schutz and of of why, despite the work of Alfred to return to Husserl. The place of origins is the can benefit from being in touch social "scientists" modern science has tried so
Notes
1. "Paul" to the student I gave is the pseudonym his courage his talent and admire who and serves as the resource for this paper.
I appreciate
humanity.
61
2. I owe has 3. My a debt of gratitute as me to to Matthews 1 develop as a critical whose work Hamabata, a critical phenomenology. the name "Malhotra." under published which sciences,
ethnographer
encouraged work prior
1989 was
4. This repression iswhat Charles E. Lindblom (1990: 59f. and 180f), a lately reformed
has called positivist, says is characteristic has nevertheless "impairment" of the social the "impaired he produces inquiry" which as well as the inquiry of persons in everyday These in inquiry, Lindblom impairments at social attempts problem solving. choice (a rather unfortunate "probing" baggage overtone). from the fields In Lindblom's
life. Although seemingly unaware of the whole tradition of phenomenology, Lindblom

recreated some of and its tenets. have believes, What Lindblom of words, of dentistry words: The Bacon's probing led to ineffective advocates term, surgery, contradictory is a strategy of constant with unnecessary laden, in my opinion, not to mention its obvious phallic
a violent and
aspiration
to improve social problem of minds of a cleansing advocacy minds do not passively record but
does not follow the spirit of Francis solving in a "humiliation of the human for spirit," all im? actively shape such understandings, action on a
perfect, as they can (Lindblom, 1990: 30).

consensus to take meaningful this probing will lead to enough Lindblom's is remarkably consistent with the approach which relies on the integrity of the process phenomenological investigation Eventually, problem. of approach and a gradual
but never final inquiry into forms of understanding which are supportable by informed
experience.
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Husserl, Schutz, "Paul" and Me: Reflections on Writing Phenomenology Author(s): Valerie Malhotra Bentz Source: Human Studies,

Human Studies ? 1995 Kluwer

18: 41-62, 1995. Academic Publishers.

VALERIE MALHOTRA BENTZ

life. (Husserl, 1970: 5)

I pushed it (Schutz may not want it pushed). My idea is

lifeworld and the kinds of typifications we live according

Paul's searcher aspects Brown,

hysteria raped and killed a in a cover up of the then participated

low pay jobs.

However, him as a person of integrity. his inability to write Despite

it soon became because ries dress

encouraging was convinced with were

Reflecting on my dilemma with Paul brought me in touch with theway

and of the hegemonic way of know? students to reach points of "origin."

We follow our universal principle that every individual

phenomenology thing as consciousness objects of

transcendentally is the essence. of

consciousness, (as in false

like other Essences, can be attended or to correctly Precise thinking). geometrical

apprehension therefore such Data: We

apprehension don't need more

perception. the facts we

two levels of bracketing

in the distillation are different

epoches aside of biases. supposedly

for in eidetic Neither

phenomenology are the epoches a way station or concept-free observations:

the setting in the development of

not an essence is describing but rather is describing sciousness, transcendental

Composition" learns that one must make

Dialogues Paul was

After Iwrote it I thought of how I approachwriting. All of us have separate

will be because it will be something thatneeds to be said, again. If Iwrite it

conversational analysis. acter was asked to write

spoke of his his stepson with

of intersubjectivity (1982, 1989), Schutz contended that itwas of crucial

social science among graduate of those who disconnect from

(Schutz, 1976: 96)

the past history history"

of the group, he is to the members (1976: 97). The stranger similarly

tomaryway of life. (1976: 104)

of customs acceptance vis a vis the group:

and norms puts the stranger

mem? The reproach of doubtful loyalty originates in the astonishment of the

bearings. (1976: 104-105)

to the draft of a novella

wholly he realized writing

Nothing uncover see why because dreamed

Paul goes on to explain which were attached: Iwanted stances

Vietnam, strangers Perhaps

of rape and murder, Vietnam, where seeks to clear the world

controlling mode of authority." (Clifford, 1983: 133)

This exploration of Paul's inability towrite analytically highlights issues in

aswell as through the supervision

60 ards for the conditions of laboratory animals. No

fied by thebracketing of both scientific assumptions and norms of the lifeworld

reverted to theKantian position, giving primacy to theory to the neglect of

encouraged work prior

life. Although seemingly unaware of the whole tradition of phenomenology, Lindblom

perfect, as they can (Lindblom, 1990: 30).

knowing: V.M. Bentz, York: Brown,

B.M., Clinchy, The development