An Analysis Of Manen’s Pedagogical Phenomenology

Phenomenology originated in Germany.It was originally conceived to criticize the arrogance of scientific rationality and to solve the cultural and ideological crisis under the European scientific crisis at the time.The combination of phenomenological methods and concrete practice actually started with the phenomenological movement developed in Germany and Europe.The branches of schools and new ideas developed by the phenomenological movement let us see the efforts of phenomenology to regain the freedom of the subject and the various ways of expressing meaning.In the process of contemporary dialogue,phenomenology also showed its unique tension and vitality from the practical and life-oriented aspect,thus gestating the prosperity of “phenomenology of practice”.Under such an intentional background,pedagogical phenomenology,as a phenomenological practice,also traces the richness and origin of meaning with the method of phenomenological research and writing.Van Manen is one of the pioneers who introduced the meaning-giving methods into pedagogy.And his theory of pedagogical phenomenology is also based on the proto-foundation of Husserl and other phenomenologists.He hopes the pedagogy can return to the primacy of people-oriented practice,and pay attention to lived meaning,but he has not fully explained the philosophical basics of this phenomenological practice.Therefore,the paper uses the “ intentionality ”,“ life-world ”,and“intersubjectivity”as the key concepts to explore and discuss the phenomenological origins of his “lived experience”,“pedagogical moment” and “community of teacher-student”.On this basis,some understanding and interpretation of my own will be carried out.