教育现象学的描述——以教室空间的学生身体现象为例

Description of Educational Phenomenology: Taking an Example of Students’Corporeity Phenomenon in Classroom

在现象学学术史上,关于现象学的描述一直存有争议。主要表现为,现象学是否具有描述性质、描述的可能性与如何运用现象学语言来描述生活体验等。教育现象学作为一种实践现象学,其具有描述的本质不言而喻,正是通过描述,触及学生生活的真切体验,使被科学概念与理性判断所污染的教育实事得以澄清。最后,本文以学生在教室空间中的身体现象为例,来呈现教育现象学的描述特点。

There always were lots of disputes on description in the academic history of phenomenolo- gy. For example, whether phenomenology has the quality of description, how possible descriptive writing is, how phenomenologieal language is applied to describe life experience, and so on. It is self- evident that educational phenomenology as practical one, has the quality of description, by which students＇ real life taste will be brought to light, and educational truth will be clarified that are polluted by scientific conception and rational judgement. This article, ultimately, presents the distinguishing features of education phenomenological description, taking an example of students＇ corporeity phenomenon in classroom.