特殊教育知识的现象学澄明

Phenomenological Clarity of Special Education Knowledge

特殊教育作为一门学科(分支学科)的存在,必然有着自己的知识范畴。通过特殊教育知识的现象学还原发现,特殊教育知识的本质存在形式即一种关于特殊儿童的"经验性、先验性、超验性"意向性意识的复合构造。这种复合不是简单地堆积,而是有着逻辑结构的系统,任何一种知识都不能在其他知识之外,单独的规定特殊教育知识的本质属性。

As a subdiscipline of education, special education has its own scope of knowledge. Through phenomenological reduction, it is found that essential existence form of special education knowledge is a composite construction referring to special children′s empirical, priori and transcendental awareness of intentionality. This compound is not a simple accumulation, but a logical system in which any kind of knowledge cannot define the essential attribute of special education knowledge independently.