THE PURPOSE OF EDUCATION: A HERMENEUTIC PHENOMENOLOGICAL APPROACH

Abstract

This paper examines the experiences and context in the directional relationship between education and the life course. Using the hermeneutic phenomenological methodology, the experiences of educated individuals who do not appear to reap the full social and cultural benefits of their education are examined with a focus on the reasons these individuals have not sought to make changes that would elevate their standards of living. The discussion concludes with a determination on whether current policies are correct in their suggestions educational attainment can improve life trajectories and lessen the gap present within the levels of socioeconomic status. It is possible to gain valuable information about the purpose and success of education through examining the experiences of women who have attained post-secondary education and remained actively involved in working-class lives and neighborhoods.