现象学教育学著作中的故事  

Stories in the Monographs on Phenomenological Pedagogy

作　　者：刘洁[1] 

机构地区：[1]首都师范大学教育学院

出　　处：《教育研究》2005年第2期62-67,共6页Educational Research

摘　　要：现象学教育学是一门具有明显的实践取向的教育学,它致力于儿童养育和教育的实践。故事在现象学教育学的一些著作中,往往占据很大部分,这些故事不是被概念、定义固定下来的,它们是一个个充盈的、丰满而又真实的情境的再现,是“事情本身”的显现,这是现象学教育学的表现方式,也是现象学教育学中的“生活世界”和“回到事情本身”的体现,是对儿童与父母、学生与教师等的生活体验进行描述和解释。现象学教育学的这种全新视野对我们重新理解教育,理解教育与生活的关系,理解教育研究与教育实践的关系,具有重要的现实意义;为我们解决存在已久却悬而未决的基础教育和教师教育中的一些问题提供了新的思路和方法。As a practice-oriented pedagogy, phenomenological pedagogy is aimed at cultivating and educating children. Stories often account for a great part of some monographs on phenomenological pedagogy. These stories are not fixed by concepts or definitions, but the expression of those vivid, lively and real situations. In this sense, stories are a way of expression of phenomenological pedagogy, the reflection of the 'life world' and 'returning back to real things themselves', and the description and explanation of life experience between children and parents and between students and teachers. This new vision field of phenomenological pedagogy is of practical significance for us to re-understand education, the relation between education and life and the relation between educational research and educational practice. This provides new way and method for solving some long-existing and pending problems in basic education and teacher training.

关 键 词：现象学教育学 故事 教育研究 研究范式 教育理论 

分 类 号：G40[文化科学—教育学原理]