范梅南现象学教育学思想研究

【作者】 蒋开君；

【导师】 宁虹；

【作者基本信息】 首都师范大学 ， 教育学原理， 2011， 博士

【摘要】 现象学教育学是在20世纪现象学哲学运动影响下产生的,在马克斯·范梅南教授的学术经历和教育思想中处处体现着现象学哲学的种种影响。生活体验研究引出了现象学教育学的方法论问题以及此核心概念与胡塞尔生活世界理论的密切联系；教育智慧概念引出教育本体论的问题以及与海德格尔面向思的事情的关联；感受之知引出教育的实践认识论问题以及与梅洛·庞蒂身体主体和具身化的关联；责任引出教育的伦理学问题以及与勒维纳斯他者哲学的相关性,等等。本文通过建立这种联系的研究探索,力图呈现范梅南现象学教育学思想的哲学渊源。现象学的方式关注直接的经历和体验,这也适用于现象学教育学家以及他们学术思想的研究。范梅南教授的思想和他本人生活的时代、经历是一体的。本文正是从这一角度展开研究的,感谢范梅南教授以多种方式给予宝贵的相关资料,包括他本人的详细回忆和直接阐述。基于这些珍贵的资料,形成本研究得以走进范梅南、具有范梅南学术思想历史的研究线索,并进一步组织成为本文的主要章节,这可以从“欧陆和北美教育学的桥梁”开始的五个章节中连续读到。本文首先论及范梅南现象学教育学作为欧陆与北美教育学桥梁的意义。范梅南所沿用的解释学传统是北美所需要的。范梅南对于欧陆的人文科学学术传统研究甚深,在进行方法论的探索的同时,他把德国和荷兰的大量现象学教育学经典文献介绍到北美,为北美的学术注入了新鲜血液,用体验哲学弥补自然科学研究的不足和种种弊端。所以,我们说,范梅南架起了一座沟通欧陆和北美教育学的桥梁,他的现象学教育学研究丰富了北美的教育学研究,使现象学教育学在北美得到发展和超越。做现象学表明了范梅南的实践取向和态度。传统的认识论特别强调方法,而现象学则强调直观、体验和对意义的在先把握。在方法论上,他继承的是欧陆解释学传统,从狄尔泰、胡塞尔、海德格尔到伽达默尔的实践哲学。在教育实践中收集研究资料,阐释生活体验的意义,形成反思后的理解和教育敏感。范梅南也讨论了现象学教育学的具体方法。范梅南方法论的讨论启发了我们,方法是需要境遇的生成与转换的。范梅南的教师之教的教育学是以实践现象学和实践认识论为其哲学基础的。教师之教有教知识、教技能的可教性一面,也有不可教的形而上之道。范梅南喜欢用海德格尔的一句话：“教”乃“让-学习”。教师自己必须是优秀的学习者,才可能让学生自觉地学习和思想。在范梅南的教师之教的教育学中,他创造了两个独特的概念,教育智慧thoughtfulness和教学机智tact。教师要获得的不是一般的教育知识和理论,而是在体验和实践中获得的教育智慧,这是一种意识品质,理论自觉的意识品质。机智是教育智慧的自然外显,并不需要什么中介。智慧总是体知原初的意义。如教师“替代父母关系”,由“教”回归“育”的本源。牵手与引路的词源分析引出了教育爱、召唤和使命。智慧总要由反思达成新的理解。范梅南的教师之教的教育学特别强调“体知”,身体的感知和身体的表现。由感受之知形成许多身体知识和技能,在这里,多元智能、情商和玩商发挥着重要作用。波兰尼的“隐性知识”也有助于我们更好地理解范梅南的实践认识。范梅南现象学教育学也有许多特色主题,如教学情调、希望、惊奇、认同、气氛、秘密等。尤其是儿童的秘密,他做了深入的探讨,体现了现象学对任何一个现象的深刻体悟和洞察。使儿童的秘密,儿童的成长空间,自我意识的形成引起了成年人的注意。还有对相遇主题的深刻理解,都可以教化我们形成教育的敏感,形成更加健康的教育关系。最后,范梅南也探讨了解释现象学的写作,研究即写作,写作即方法。现象学反思以写作为主,写作是做现象学的重要组成部分。然后,他又研讨了写作现象学,对什么是真正的写作进行了现象学描述,他名之为“黑暗中的写作”。最近四五年,他又对在线写作产生了浓厚的兴趣,尤其是现代网络和移动技术对孩子的隐私、亲密和秘密的影响。他同样担心,技术试图使一切隐秘公开化,使人变得浅薄和平面化。他的关于在线写作现象学的讨论是独特的、新颖的和富有创见的。更多还原

【Abstract】 Phenomenological pedagogy came into being with the impact of the phenomenological philosophy movement of the 20th century. In Max van Manen’s academic experience and pedagogical thoughts, various influences of phenomenological philosophy can be seen here and there. Lived experience leads to the methodological issues of phenomenological pedagogy as well as the close relationship between this concept and Husserl’s life world theory. The concept of pedagogical thoughtfulness leads to the issues of pedagogical ontology and its relationship to Heidegger’s things of thinking. Pathic knowing leads to pedagogical issues of epistemology of practice and its relationship to Merleau-Ponty’s body subject and embodiment. Responsibility leads to pedagogical issues of ethics and its relationship to Levinas’ philosophy of Otherness. This dissertation conducted the research by establishing the relationship, attempting to present the philosophical origin of Max van Manen’s phenomenological pedagogy.Phenomenological method focuses on immediate experience, which is fit for the research on educators of phenomenological pedagogy and their academic thoughts. Max van Manen’s thoughts, his experience and ages are integrated. From this perspective this dissertation conducted the research. We are grateful to Max van Manen for the valuable, relevant materials he gave me in many ways, including his own detailed recollection and direct interpretation. On the basis of these materials, the research is conducted to approach Max van Manen and to have the research clues of his history of academic thoughts. According to the clues we organize the chapters of this dissertation, which can be seen in the following chapters, starting from "the Bridge between European and North American Education".First of all, this dissertation explores meanings of the bridge of Max van Manen’s phenomenological pedagogy between European and North American education. North America needs the hermeneutical tradition that Max van Manen carries on. Max van Manen studied a lot about European academic tradition of human science. While exploring methodology, he introduced by translating a lot of classic literature of phenomenological pedagogy in Germany and Holland to North America, refreshing North American academy with new blood. The philosophy of experience makes up for the weak points natural science research has. Thus, Max van Manen built a bridge connecting European and North American education. His research on phenomenological pedagogy enriches educational research in North America with the development and transcendance of phenomenological pedagogy in North America.Doing phenomenology indicates Max van Manen’s practice orientation and attitude. The traditional epistemology stresses methods while phenomenology emphasizes intuition, experience and the grasping of meanings beforehand. Methodologically, he carries on the European tradition of Hermeneutics, from Dilthey, Husserl, Heidegger to Gadamer’s philosophy of practice. In educational practice we gather research materials, interpreting meanings of lived experience, understanding after reflection and forming pedagogical sensitivity. Max van Manen explores the specific methods of phenomenological pedagogy. Max van Manen’s discussion of methodology tells us methods should be created and transformed in situations.Max van Manen’s pedagogy of teachers’teaching is on the philosophical basis of phenomenology of practice and epistemology of practice. Teaching has the teachable side of teaching knowledge and technology as well as the unteachable side which is metaphysical. Max van Manen likes Heidegger’s words "Teaching is to let learn". Teachers must be, first of all, excellent learners. Then, it’s possible for students to willingly study and think. In Max van Manen’s pedagogy of teaching, he created two unique concepts, thoughtfulness and tact. What teachers should obtain is not general educational knowledge and theory, but thoughtfulness obtained from experience and practice. This is the quality of consciousness, the consciousness of theory. Tact is the natural flow of pedagogical thoughtfulness without any media. Thoughtfulness is always the original meaning of embodied knowing, for instance, teachers’ "loco parentis", going back to the origin of parenting from teaching. The etymological analysis of taking by hand and leading the way evokes pedagogical love, calling and mission. Thoughtfulness is always the new understanding after reflection. "embodied knowing" is emphasized in Max van Manen’s pedagogy of teaching, the perception of body and embodiment. Pathic knowing forms body knowledge and skills. Here, multi-intelligence, emotional quotient and leisure quotient play the important role. Polanyi’s "tacit knowledge" can help us better understand Max van Manen’s epistemology of practice.There are many unique themes in Max van Manen’s phenomenological pedagogy, such as the tone of teaching, hope, recognition, atmosphere and secrets. Especially children’s secrets have been deeply explored to show phenomenological epiphany and insight towards any phenomenon. Children’s secrets, children’s growing space and self-consciousness attract adults’attention. Understanding of contact can edify us to have pedagogical sensitivity and to form much healthier pedagogical relation.Finally, Max van Manen also explores hermeneutical phenomenological writing. Research is writing, writing is method. Phenomenological reflection is mainly writing. Writing is the important part of doing phenomenology. Then, he studies writing phenomenology, describing what the real writing is. He calls it "writing in the dark". In recent four years, he has been interested in writing on line, especially the social networks and mobile technology has some impact on children’s privacy, intimacy and secrets. He is worried technology tries to make everything public, which may cause the lack of depth in human nature. His discussion of writing on line phenomenology is unique and insightful.更多还原