The Significance Of Research On The Phenomenological Pedagogy

Since phenomenology had been founded by Edmund Husserl (1859-1938), a distinguished philosopher in Germany, some generations, with the research attitude of "go back to things themselves" and the common understanding of phenomenological methodology, have formed the Phenomenology Movements which have greatly influenced several disciplines. Phenomenological Pedagogy, the practice and theory applying the phenomenological methodology into the field of education, which belongs to one of the practical phenomenology orientations, has developed in some countries of the European Continent and North America since 1910.Compared to the rich practice and theory of the Phenomenological Pedagogy aboard, there is no systematical study on it in China up to now. Based on the phenomenological methodology and notion, this thesis analyzes the texts of the Phenomenological Pedagogy using the methods of documentary analysis, grounded theory, case study etc. And the aims to be achieved in the study are as follows: 1) to inquire into the evolution and development of the Phenomenological Pedagogy abroad; 2) to clarify and analyze the main points of view of the Phenomenological Pedagogy; 3) to investigate its significance for basic education and teacher education. The body of the thesis is divided into the following four chapters:The main issues to be analyzed in Chapter One are concerned with: 1) the orientations and traditions of phenomenology and the phenomenology movement, and the development of practice phenomenology; 2) identification of some important concepts of phenomenology; 3) phenomenology research and its framework and methodology.The next two chapters focus on the basic notions of the Phenomenological Pedagogy and the analyses and assessment on its practice and theory. After systematically introducing the development of the Phenomenological Pedagogy in Germany, the Netherlands, the United States, Canada and Korea and the ideas of some vital representatives (Langeveld, Pinar & Grumet, Max Van Manen), its theoretical foundations, crucial viewpoints and the limitations of applying phenomenology into education are also discussed.Finally, this thesis concludes the research in Chapter Four by offering the significance of investigation into the Phenomenological Pedagogy: 1) The research attitude of "go back to things themselves" leads us to pay close attention to the student's and the teacher's lived experiences in the pedagogical lifeworld; 2) Based on the idea of inter-subjectivity, the interpersonal, intentional pedagogical relation formed between the student and the teacher is at the heart of effective teaching; 3) The tact of teaching, a kind of noncognitive, nondiscursive, confident practice knowledge, provides us with a new perspective on the knowledge base of teacher education; 4) Phenomenology research and its methodology (phenomenological description and writing) offer us a way and approach to critical reflection, which is helpful for teachers to focus their attention on pedagogical practice, professional development and educational change.