并非遥不可及的学问:再论教育现象学  

A Learning Far from Inaccessible:Rethinking Phenomenological Pedagogy

作　　者：李树英[1,2] 郑曼瑶 Li Shuying;Zheng Manyao(City University of Macao;School of Education,City University of Macao,Macao 999078)

机构地区：[1]澳门城市大学 [2]澳门城市大学教育学院,澳门999078

出　　处：《教育研究》2021年第4期64-73,共10页Educational Research

摘　　要：教育现象学是教育学众多学派中一个独特的人文视域,其从现象学哲学中汲取了丰富的哲学思想和方法资源,但更强调人文性和实践性,它直面教育生活世界本身,去探寻"教育现象"(教育生活体验)的本质与意义。教育现象学不能用以解决技术性的问题,不把教育生活体验的意义变成实证主义的主题、理性化的概念、对象化的描述或抽象的理论,它旨在通过"描述教育生活体验——形成体验文本——组织焦点讨论反思"的研究框架,来探寻和理解教育生活体验及其意义,反思与教育相关的主题,从而促进教育者养成教育的敏感性与机智,发展教育智慧。Phenomenological pedagogy,a unique humanistic perspective among pedagogical schools, draws inspirations from the philosophy of phenomenology,but focuses more on humanity and praxis by facing the world of educational life and exploring the essence and significance of phenomenological pedagogy(lived experience).Phenomenological pedagogy cannot be used to solve technical problems in education;it does not turn the meaning of lived experience into an empirical theme,nor a rational concept,nor objectified description,nor an abstract theory. It aims to explore and comprehend lived experience and its meaning,and reflect on education-related themes,through the framework of "descriptions of lived experience,vivid experiential texts,and focused group reflections," by which to cultivate the sensitivity and tactfulness of educators and develop pedagogical thoughtfulness in living with children.

关 键 词：生活体验 教育现象学 现象学哲学 教育智慧 

分 类 号：G40-05[文化科学—教育学原理]