摘要
近来在现象学教育学研究中围绕其应当是本质研究还是经验研究陷入了争论。这一争论的原因在于对“回到实事本身”的现象学精神尚未得到澄清。现象学的主张来源于现象学家对近代以来实证主义世界观的批判,“回到实事本身”的现象学精神即是主张认识事物应该要返回到事物向主体在生活世界中的源始呈现中。现象学之于教育学的意义就在于摆脱实证主义世界观的垄断性,重新回到教育自身中去思考教育问题。现象学为教育学提供的并不是确定的理论体系,而是一条通往“思”的道路。
In recent phenomenological pedagogy research,there is a debate about whether it should be the type of essential research or empirical research.The reason for this argument lies in the fact that the phenomenological spirit of“returning to the fact itself”has not been clarified.The idea of phenomenology comes from the criticism of phenomenologists on the positivist world outlook since modern times.The phenomenological spirit of“returning to the fact itself”is that understanding things should return to the original presentation of things to the subject in the life world.The significance of phenomenology to pedagogy lies in getting rid of the monopoly of positivist world outlook and returning to education itself to think about education.What phenomenology provides for pedagogy is not a definite theoretical system,but a road to thinking.
作者
麻健
蔡春
MA Jian;CAI Chun(Faculty of education,Beijing Normal University,Beijing 100875,China;Education College of Capital Normal University,Beijing 100048,China)
出处
《教育学报》
CSSCI
北大核心
2022年第2期13-23,共11页
Journal of Educational Studies
关键词
现象学
现象学教育学
现象学精神
生活世界
实证科学
phenomenology
phenomenological pedagogy
phenomenological spirit
life world
empirical science
