| 教育现象学之反思 |
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| 引用本文： | 苗雪红.教育现象学之反思[J].华东师范大学学报(教育科学版),2014,32(1):32-40. |
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| 作者姓名： | 苗雪红 |
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| 作者单位： | 常熟理工学院人文学院江苏 常熟，215500 |
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| 基金项目： | 教育部人文社会科学研究青年基金（10YJCZH112），江苏省教育厅高校哲学社会科学项目（2010SJBXLX001）。 |
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| 摘 要： | 受现象学哲学思想以及北美教育现象学的影响,自上世纪九十年代以来,采取现象学态度和方法面对教育生活逐渐成为我国教育研究的一种重要取向。现象学为教育学提供了思想资源与思维方式。为了在教育现象学的道路上走得更远,我们首先需要考察我国教育现象学的发展,然后回到现象学哲学的思想资源中,从现象学的基本问题和致思路径中获得启示,进一步明确教育现象学的基本问题,规范教育现象学的致思路径,提升教育现象学的理论追求。
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| 关 键 词： | 教育现象学 自然态度 现象学态度 生命意识 意向性构造 意义 |
Reflections on Educational Phenomenology |
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| MIAO Xuehong.Reflections on Educational Phenomenology[J].Journal of East China Normal University:Educational Sciences,2014,32(1):32-40. |
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| Authors: | MIAO Xuehong |
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| Institution: | Humanities School of Changshu Institute of Technology, Changshu, 215500 |
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| Abstract: | Being affected by phenomenology and educational phenomenology in the North America, phenomenological attitude and approach has become an important approach in China’s education research to understand the education life since 1990s. Phenomenology provides the resources and the way of thinking. In order to go further in the inquiry of educational phenomenology, firstly we need to trace the development of educational phenomenology in China, and then to return to the phenomenology thoughts, getting inspirations from the basic problems and methods of phenomenology, defining the basic issues of pedagogy, regulating the method of educational phenomenology, as well as promoting the theoretical reflection of the educational phenomenology . |
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