Phenomenology Education Perspective Moi

In the calling of "back to things themselves", the spirit of phenomenology, the phenomenological pedagogy focused on the direct experience of students in the classroom teaching. Teaching language as the most direct and original experienced way, naturally gets the attention from educational research. Language can be recorded and described for itself, so it can be caught and grasped easily. And the existing research methods provide index for our study of teaching language.Firstly, through combing the clues of the history of the philosophy of language, this thesis tries to interpret that why language became the subject of phenomenology, and then explains why the phenomenological pedagogy concerns language. Phenomenology's concern about language results from the evolvement of human's theory of language. From the beginning of the classical theory of language to the linguistic world view proposed by Humboldt, the relationship between language and mind has become the core of theory of language, then to the ontological realization of understanding by Heidegger and Gadamer, which makes the language have the ontological status. Language is the verbal behaviors of human and dominated by consciousness. This study analyzes language as the material of education, and combs the clues of the concern about language from phenomenological pedagogy, points out consciousness as the "key" of pursuing the meaning of teaching language.Secondly, this thesis launches an ontological detail inquiry of the meaning of teaching language. A question of noumenon is contained in every study. The meaning of teaching language further reflects the realization of teaching, and it is exactly the meaning of education. This study points out the generation, realization and features of meaning, and understanding as the necessary of the realization of meaning. For the above, explains the indispensability of the subject of meaning and the goal of education, and points out that the realization of the meaning of education must abides by the practicality of education, i.e., education just aims at itself exactly, and the concreteness, situationality and generativeness of understanding itself.Again, this thesis centers on the awareness and language of teaching, points out the poetic character of teaching language, i.e., unrestrained and uncontrolled, specifically, before teaching teachers possessing the teaching not decides the prescriptive nature of its realization, and teaching language itself is teaching, thus clear proof is needed for the pre-understanding of students, at the same it is unrestrained. In view of the distinction between natural attitude and reflective attitude from Husserl, with the natural attitude, experience changes the circumstances due to propensity, the validity of its result can dominates the teaching of teachers, therefore the behavior and effect cannot be explained; while only with the reflective attitude, and only at the moment of it as a kind of consciousness, the teaching of teachers can not only adjusts instantly but also well explains the educational behaviors.Finally, through the discussion in moral education, this thesis hopes that the moral touch arouse by teaching language changes the mind order of students, to develop the moral consciousness of students. In the knowledge teaching, wisdom is pursued undoubtedly, therefore proposes that give students the impression through teaching language and then develop wisdom, which here just be discussed as a possible way.