摘要
19世纪,愈演愈烈的欧洲科学危机和人性危机使人们在追求科学知识的狂热中越来越远离生活世界,远离生命体验,文化教育学第一代领军人物狄尔泰以生命哲学反抗这一自然科学化思潮。现象学教育学作为一个学派则诞生于荷兰乌特勒支大学,代表人物兰格威尔德也属于德国文化教育学的第三代。乌特勒支学派利用现象学哲学的思想资源,主要是胡塞尔、海德格尔和梅洛.庞帝,利用现象学的方法,探索教育生活现象。加拿大阿尔伯塔大学的范梅南则对现象学教育学的发展和超越做出了新的贡献,在实践知识论的建构和人文科学方法论的研究方面远超出乌特勒支学派。
During the .19th century, the increasing crisis of European science and humanity made people get far away from the life woad and the lived experience in the craze of pursuing scientific knowledge. Dilthey, the leader of the first generation in Cultural Education fought against this trend of scientism with life philosophy. As a school of thoughts, phenomenological pedagogy came into being at the university of Ultrecht in the Netherlands. Langeveld, the most important figure, belonged to the third generation of Cultural Education in Germany. Ultrecht school explored the phenomena of Hedegger and educational life, Merleau -Ponty. making use of the philosophy of phenomenology and its methods, including Husserl, Max van Manen at the university of Alberta, Canada made new contributions to the development and transcendence of phenomenological pedagogy. In terms of the construction of epistemology of practice and research on human science methodology, Alberta is far beyond Uhrecht.
出处
《教育理论与实践》
北大核心
2011年第1期7-10,共4页
Theory and Practice of Education
