Developing Phenomenology in Learning

This paper aims to offer a hypothesis that there should be phenomenological development in learning. More specifically, this paper proposes phenomenological foundation for learning development. The paper is not written based on a certain thought, however, it is written for a pragmatic purpose to develop learning process. Also, it proposes that teachers implement phenomenology method in their teaching activities and answers the two questions why is it important to develop phenomenology method in learning and how can the method be implemented in learning There are some notions stating the importance of phenomenology as a learning approach (1) Learning is an interactive process between teacher and students, students and students, and students& their learning environment, (2) Learning is a process in which students are not a party without knowledge at all. They already have experience, be it coming from themselves or outside their environment. This also happens to teacher, (3) learning is not simply an instructional process in which students are passive, but it is a dialogical process between students and themselves, students and teacher, and students& their environment, (4) learning also needs to make students and teacher active in finding new meanings, so it becomes innovative, creative, effective, and fun. Some requirements are needed to implement phenomenology in learning development. One of them is that teachers need to build Learning Circle Context (LCC). Phenomenology development step starts from this, guided by a facilitator cum LCC participant.