Fan Meinan Phenomenological Pedagogy

Phenomenological pedagogy came into being with the impact of the phenomenological philosophy movement of the 20th century. In Max van Manen's academic experience and pedagogical thoughts, various influences of phenomenological philosophy can be seen here and there. Lived experience leads to the methodological issues of phenomenological pedagogy as well as the close relationship between this concept and Husserl's life world theory. The concept of pedagogical thoughtfulness leads to the issues of pedagogical ontology and its relationship to Heidegger's things of thinking. Pathic knowing leads to pedagogical issues of epistemology of practice and its relationship to Merleau-Ponty's body subject and embodiment. Responsibility leads to pedagogical issues of ethics and its relationship to Levinas' philosophy of Otherness. This dissertation conducted the research by establishing the relationship, attempting to present the philosophical origin of Max van Manen's phenomenological pedagogy.Phenomenological method focuses on immediate experience, which is fit for the research on educators of phenomenological pedagogy and their academic thoughts. Max van Manen's thoughts, his experience and ages are integrated. From this perspective this dissertation conducted the research. We are grateful to Max van Manen for the valuable, relevant materials he gave me in many ways, including his own detailed recollection and direct interpretation. On the basis of these materials, the research is conducted to approach Max van Manen and to have the research clues of his history of academic thoughts. According to the clues we organize the chapters of this dissertation, which can be seen in the following chapters, starting from "the Bridge between European and North American Education".First of all, this dissertation explores meanings of the bridge of Max van Manen's phenomenological pedagogy between European and North American education. North America needs the hermeneutical tradition that Max van Manen carries on. Max van Manen studied a lot about European academic tradition of human science. While exploring methodology, he introduced by translating a lot of classic literature of phenomenological pedagogy in Germany and Holland to North America, refreshing North American academy with new blood. The philosophy of experience makes up for the weak points natural science research has. Thus, Max van Manen built a bridge connecting European and North American education. His research on phenomenological pedagogy enriches educational research in North America with the development and transcendance of phenomenological pedagogy in North America.Doing phenomenology indicates Max van Manen's practice orientation and attitude. The traditional epistemology stresses methods while phenomenology emphasizes intuition, experience and the grasping of meanings beforehand. Methodologically, he carries on the European tradition of Hermeneutics, from Dilthey, Husserl, Heidegger to Gadamer's philosophy of practice. In educational practice we gather research materials, interpreting meanings of lived experience, understanding after reflection and forming pedagogical sensitivity. Max van Manen explores the specific methods of phenomenological pedagogy. Max van Manen's discussion of methodology tells us methods should be created and transformed in situations.Max van Manen's pedagogy of teachers'teaching is on the philosophical basis of phenomenology of practice and epistemology of practice. Teaching has the teachable side of teaching knowledge and technology as well as the unteachable side which is metaphysical. Max van Manen likes Heidegger's words "Teaching is to let learn". Teachers must be, first of all, excellent learners. Then, it's possible for students to willingly study and think. In Max van Manen's pedagogy of teaching, he created two unique concepts, thoughtfulness and tact. What teachers should obtain is not general educational knowledge and theory, but thoughtfulness obtained from experience and practice. This is the quality of consciousness, the consciousness of theory. Tact is the natural flow of pedagogical thoughtfulness without any media. Thoughtfulness is always the original meaning of embodied knowing, for instance, teachers' "loco parentis", going back to the origin of parenting from teaching. The etymological analysis of taking by hand and leading the way evokes pedagogical love, calling and mission. Thoughtfulness is always the new understanding after reflection. "embodied knowing" is emphasized in Max van Manen's pedagogy of teaching, the perception of body and embodiment. Pathic knowing forms body knowledge and skills. Here, multi-intelligence, emotional quotient and leisure quotient play the important role. Polanyi's "tacit knowledge" can help us better understand Max van Manen's epistemology of practice.There are many unique themes in Max van Manen's phenomenological pedagogy, such as the tone of teaching, hope, recognition, atmosphere and secrets. Especially children's secrets have been deeply explored to show phenomenological epiphany and insight towards any phenomenon. Children's secrets, children's growing space and self-consciousness attract adults'attention. Understanding of contact can edify us to have pedagogical sensitivity and to form much healthier pedagogical relation.Finally, Max van Manen also explores hermeneutical phenomenological writing. Research is writing, writing is method. Phenomenological reflection is mainly writing. Writing is the important part of doing phenomenology. Then, he studies writing phenomenology, describing what the real writing is. He calls it "writing in the dark". In recent four years, he has been interested in writing on line, especially the social networks and mobile technology has some impact on children's privacy, intimacy and secrets. He is worried technology tries to make everything public, which may cause the lack of depth in human nature. His discussion of writing on line phenomenology is unique and insightful.