教育现象学何以研究教育体验  

Why Phenomenological Pedagogy Can Be a Good Approach to Educational Experiences

作　　者：王卫华[1] 

机构地区：[1]湖南师范大学教育科学学院,湖南长沙410081

出　　处：《复旦教育论坛》2013年第5期58-62,91,共6页Fudan Education Forum

基　　金：教育部人文社会科学研究项目"教师引发教学机智的实践逻辑研究"(12YJC880105);湖南省社科项目"教学机智:现状;问题及对策研究"(2010YBA164)

摘　　要：体验作为人的一种精神实在,它是现象学研究的出发点和归宿,教育体验则赋予了它教育意义上的规范性。教育世界中传统认识方式往往强调抽象的逻辑理性,但它并不是对事物本身的认识,很大程度上它还是一种单向度的静态认识,遗漏了教育的意义,也失去了教育特有的规范性。教育现象学为此所作出的改变是直接以教育体验为研究对象。研究者首先应悬置各种感性表象和逻辑理性,直面个体的教育体验;在对现场体验的重构中,挖掘出丰富的教育意义;所提炼的研究主题要贯穿教育的规范性,促进学生良好教育素养的形成。As a form of spiritual reality, experience is the starting point and destination for phenomenological research and a normative meaning on education is given by educational experiences. Traditional cognitive approaches to the educational world tend to focus on abstract logical rationality. They are basically unidirectional and static in lack of educational significance and specific normative standards. Educational experience is the direct object in the study of phenomenologieal pedagogy Researchers should face the individual educational experiences while laying aside various perceptual representation and logical rationality; they dig out the rich meaning of education in the reconstruction of on-site experience; the refined subjects should be through educational normativity and promote the formation of students good educational qualities.

关 键 词：现象学 教育现象学 体验 教育体验 

分 类 号：G40[文化科学—教育学原理]