胡塞尔现象学对中国教育研究的影响

Influence of Husserl's Phenomenology on Chinese Educational Research

胡塞尔现象学自20世纪50年代末传入我国内地学术界后,在我国人文社科包括教育研究领域产生了广泛而深远的影响。从时序上来说,我国的胡塞尔现象学研究大致可以划分为初步介绍阶段(1985—1999年)、广泛讨论阶段(2000—2006年)和深入探讨阶段(2007—2021年)。从具体的理论内容来说,胡塞尔现象学的“生活世界”、“主体间性”和“现象学方法”等对中国教育研究的影响很大。作为哲学的现象学对教育研究的影响,是指胡塞尔现象学的概念或范畴在教育研究领域的推广和现象学作为本体论哲学对教育理论构建的影响;作为方法的现象学既影响了我国教育研究者的研究立场和研究取向,也影响着教育实践者开展基于现象学反思的行动研究;现象学促进了我国教育学科的多样化和科学化发展。

After Husserl's phenomenology was introduced into Chinese mainland academia in the late 1950s,it has made the extensive and profound influence in the field of humanities and social sciences,including education.In terms of timing,it can be roughly divided into preliminary introduction stage(1985-1999),extensive discussion stage(2000-2006)and in-depth discussion stage(2007-2021).In terms of specific theoretical content,Husserl's phenomenology of"living world","intersubjectivity"and"phenomenological method"has great influence on Chinese educational research.The influence of phenomenology as philosophy on educational research refers to the extension of the concept or category of Husserl's phenomenology in the field of educational research and the influence of phenomenology as ontological philosophy on the construction of educational theory.Phenomenology as a method not only affects the research position and research orientation of educational researchers,but also influences the educational practitioners to carry out action research based on the reflection of phenomenology.Phenomenology has promoted the diversification and scientific development of Chinese education subjects.