Doing Postphenomenology in Cybersecurity Education: A Methodological Invitation

Ryan Straight

doi:10.62273/TWSH7587

Abstract

This paper presents a methodological framework for applying postphenomenological analysis to cybersecurity education, offering researchers and practitioners a systematic approach to understanding the complex relationships between human learners, technological systems, and security practices. Through careful theoretical development and practical application examples, the study demonstrates how postphenomenology can illuminate previously unexplored dimensions of cybersecurity pedagogy.

Research Contribution

This methodological paper makes several key contributions to cybersecurity education research:

Develops a systematic framework for applying postphenomenological analysis in cybersecurity education
Provides concrete examples of postphenomenological inquiry in security contexts
Bridges theoretical perspectives from phenomenology with practical cybersecurity pedagogy
Offers methodological tools for researchers studying human-technology relationships in security education

Methodological Framework

The paper presents a detailed methodological approach that includes:

Theoretical foundations of postphenomenology in educational contexts
Adaptation of phenomenological reduction for cybersecurity analysis
Framework for identifying and analyzing human-technology-security relations
Guidelines for conducting postphenomenological research in cybersecurity education

Applications

The methodology can be applied to several key areas:

Analysis of student-tool relationships in security labs
Understanding embodied learning in cybersecurity practice
Examining the role of technological mediation in security awareness
Investigating the phenomenology of threat detection and response

Implications for Research and Practice

The methodological framework offers significant implications for:

Research design in cybersecurity education studies
Pedagogical approaches to security training
Understanding student experiences with security tools
Development of more effective educational interventions

Access the Full Paper

The complete article is available in the Cybersecurity Pedagogy and Practice Journal or can be accessed via DOI: 10.62273/TWSH7587

Reuse

CC BY 4.0

Citation

BibTeX citation:

@article{straight2024,
  author = {Straight, Ryan},
  title = {Doing {Postphenomenology} in {Cybersecurity} {Education:} {A}
    {Methodological} {Invitation}},
  journal = {Cybersecurity Pedagogy and Practice Journal},
  volume = {3},
  number = {1},
  pages = {64-72},
  date = {2024},
  url = {https://ryanstraight.com/research/2024-04-01-doing-postphenomenology-cybersecurity-education/},
  doi = {10.62273/TWSH7587},
  langid = {en},
  abstract = {This paper presents a methodological framework for
    applying postphenomenological analysis to cybersecurity education,
    offering researchers and practitioners a systematic approach to
    understanding the complex relationships between human learners,
    technological systems, and security practices. Through careful
    theoretical development and practical application examples, the
    study demonstrates how postphenomenology can illuminate previously
    unexplored dimensions of cybersecurity pedagogy.}
}

For attribution, please cite this work as:

Straight, Ryan. 2024. “Doing Postphenomenology in Cybersecurity Education: A Methodological Invitation.” Cybersecurity Pedagogy and Practice Journal 3 (1): 64–72. https://doi.org/10.62273/TWSH7587.