范梅南现象学教育学的方法论特征及启示

Methodological Feature and Implication of Van Manen’s Phenomenological Pedagogy

范梅南的现象学教育学建立在现象学哲学基础之上,以一种独特的人文视域审视教育学科,是在“朝向事情本身”观念指导下的教育运用。因循哲学史上第三条道路,超越传统本质主义的立场,从本体论、价值论、方法论层面建构智慧教育学的可能性。他所设想的既非理论化也非技术化形态的教育学,而是在实践中探索教育与人的意义世界,是教育的实践哲学,真正具有教育性的教育学建构。他的教育学是以教育意识为逻辑起点,捍卫教育学的人文科学属性,开创生活体验、做现象学等教育研究方法论,将教育学研究奠基于深厚的理论学养与广阔的实践经历上,重塑语言在教育研究与写作中的角色,引领当代教育改革与实践。在方法论层面,我国教育理论界从范梅南的贡献中可以获得如下启示:寻求教育问题与研究方法的辩证和谐;拓展我国教育研究方法的现象学研究视野;探索现象学教育学方法论的本土化路径。

Van Manen’s phenomenological pedagogy is based on phenomenological philosophy. It examines educational discipline from a unique humanistic perspective and is an educational application under the guidance of the concept of “facing things themselves”. Following the third way in the history of philosophy, he transcends the position of traditional essentialism and constructs wisdom pedagogy from the perspective of ontology, axiology and methodology. The pedagogy he envisions is neither theoretical nor technical but explores the meaning world of education and human beings in practice. It is the practical philosophy of education and a truly educational pedagogical construction. His pedagogy takes educational consciousness as logical start, defends the humanistic attribute of pedagogy, creates a series of educational research methodologies such as life experience and phenomenology, bases pedagogical research on solid theoretical foundation and broad practical experience, reshapes the role of language in educational research and writing, and leads contemporary educational reform and practice. In terms of methodology, China’s educational theorists can get the following enlightenment from his contributions: seek a dialectical harmony between educational problems and research methods, expand the phenomenological research vision of China’s educational research methods and explore the localization path of phenomenological pedagogy methodology.