全球教育展望

教育现象学业已成为近十多年来国内教育学界研究与关注的重要课题,但我们遗憾地发现存在着误读、误解、误用现象学基本精神的现象,一些研究并没有真正坚持运用现象学的基本立场、独特眼光和科学方法,反而跌入了一条令人堪忧的"迷途"。回到胡塞尔的本义来开展教育现象学的研究意味着三点。其一,教育现象学的根本使命是使教育摆脱远离精神的危机,从"实证科学"的藩篱中解放出来,走向"精神科学"的欢愉,使教育学真正成为一门关涉内在心灵的学科。其二,教育现象学运用的是"悬置""本质还原""先验还原"等经典、传统、独特、基本的研究理路,"直观"地洞悉与把握教育的规律,特别是为教育本质的"自我明证"开辟场地,腾出空间与诉诸时间,从而让教育真正进入"澄明"的境地。真正的教育现象学遵循的重要路径是"活验",而不是心理学的"体验",因为它要与对象"打交道",这种"打交道"对于人来说是"交往",对于物来说则是"运用",也就是如海德格尔所说的"上手""在手使用"。其三,教育现象学在方法上不是传统的"主我—客我"二元论的"反思",而是追求教育研究过程中的"自身意识"。"自身意识"是"非反思性"的,与它所意识的东西是共存的。它对自身的认识靠的不是"反思",而是与之共在、与之共存、与之共生、与之共行。因此,它是"随行而识""随行而悟""随行而感""随行而念"的"热思",而不是做后才识的"冷思"。

Although educational phenomenology has become an important topic of academic research and been highly paid attention in domestic for recent years, we regret that there is misunderstanding, misreading and misuse of basic doctrine of phenomenology. Some researchers insist that they use phenomenological method to carry out educational research but really do not follow the basic position, the authentic use of unique vision and scientific methodof phenomenology, but fall into a wrong way. We must return to the basic tenets of Husserl's strict creed to understand and construct"educational phenomenology". To return to the original meaning of Husserl to in the study of educational phenomenology means the following three aspects: Firstly,one of the fundamental mission of educational phenomenology is to make education get rid of spiritual crisis, liberated from the barriers and limitations of "empirical science", and make education truly become a heart-concerning journey. Secondly, educational phenomenology should use the classic, traditional, unique and basic research methods of phenomenology with the words of"suspension","eidetic reduction"and"transcendental reduction", while"intuition"and grasp the essence and law of hole that education, especially to the essence of education and law"manifest","self evidence"to open up space, and give enough time, so that the essence and law of education can really enter the state of "clarity". The important path that the scholars should follow is"erlebnis"(German)(lived-experience), not"experience"or"understanding"of psychology, nor is it a "narrative"of literature. Thirdly, educational phenomenology should abandon the traditional concept of"Subject I and Object I"dualism, and advocate the"self-consciousness"in the process of educational research. The "self-consciousness"advocated by the educational phenomenology is"non-reflective", which is common with what it is aware of. It is not by their own understanding of"reflection", but with the total, and coexistence, and symbiotic with the activity. Therefore, it is accompanied by the "knowledge", accompanied by the enlightenment and accompanied by"feeling", accompanied by the"hearted"thinking, instead of the"cold"thinking.