The Place of Phenomenological Approach in Understanding Religious Experience in Education

In this article, we have tried to show that the phenomenological approach can be a suitable method for analyzing religious experience in the field of education. To show this, we have argued that the phenomenological method, as a descriptive method from the first-person perspective, allows a person to directly describe and analyze his/her lived experience, and the analyst can use this lived experience to analyze the meaning of the experience, giving the person the necessary knowledge and understanding of the meaning of his/her religious experience. Therefore, in the first part of this article, we have mentioned some important features of the phenomenological method. Also, in this article, we have shown that the holistic approach provides the possibility for the phenomenological researcher to expose the target person, i.e. pupil or student, to the description and phenomenological analysis of his religious experience from different angles. In addition to these two important points in this article, it should also be mentioned that adopting a phenomenological approach in the analysis of religious experience in education provides the researcher with the possibility of opening his/her mind so that he/she can learn about different religious beliefs without bias and prejudice and do research about them without judging whether they are right or wrong. This issue can be one of the strong points of such research, which in the field of religious education gives the researcher and the researched people the possibility to share their religious experiences in the field of education without bias and prejudice.