Wang Weihua of Hunan Normal University presided over the general project "A Possible Pedagogy: Research on the Theoretical System Construction of Educational Phenomenology" sponsored by the National Education Social Science Fund (project approval number: BAA 170020). The main members are Guo Yaling, Gong Yuting, Zhu, Meng Jishi and Tang.
I. Contents and Methods
? (A) Research content
The discussion of educational phenomenology cannot be separated from phenomenology. Since Husserl founded phenomenology in the early 20th century, the phenomenological trend of thought has spread to the whole world and developed rapidly. Major countries in Europe and America have produced their own phenomenologists. The core problem of phenomenological research is "how to know", which is the basic problem of inheriting modern philosophical epistemology. In the field of education, the related question is "how to understand education" or "how to understand education". This problem can be described as a "life-and-death" problem for education, because the essence of all studies on education can be expressed as "how to understand education", but the degree and direction of refinement of each study are different, and the more fully understood education is, the more conducive it is to improving our educational practice. Therefore, the basic problem of educational phenomenology is actually the basic theoretical problem of pedagogy, which still belongs to the category of pedagogy.
At present, although the phenomenology of education is called "learning", it is more of a theoretical label, or a new perspective on education (educational problems). The systematic study of educational phenomenology is obviously weak and scattered, lacking a relatively complete theoretical construction and the work of combining philosophical principles with educational practice. In this way, the further development of educational phenomenology and its guiding value to educational practice are greatly limited. Based on this basic judgment, this study attempts to construct a relatively complete theoretical system of educational phenomenology. Specifically study the following three questions: 1. What is the possibility and rationality of the combination and intersection of pedagogy and phenomenology in educational phenomenology? 2. How does the phenomenology of education understand education in theory? 3. How does educational phenomenology understand education in practice?
research method
1. Literature. Familiar with classical literature, especially the original works, including foreign materials. , you can get rich first-hand information. The gestation period and preparation period of this achievement are extremely difficult, and many original works, such as Husserl and Heidegger, are difficult to understand, which often takes a lot of time to understand and requires relevant life experience. The literature read by researchers mainly includes three categories: the first category, the related literature of educational phenomenology. It mainly includes Fan Meinan's works, his articles in Phenomenology+Pedagogy magazine, Phenomenology and Practice electronic journal and Phenomenology Online website, and other works at home and abroad that use phenomenological thoughts to study education or other disciplines. The second category is the classic literature of phenomenology. Especially the classic works of Husserl, Heidegger, Gadamer, Melo-Ponty, Scheler, and the classic works and articles of domestic scholars commenting on the thoughts of phenomenological representatives. The third category, classic works of general philosophy. Such as Socrates, Plato, Aristotle, Descartes, Hume, Kant, Hegel, Kierkegaard, Dilthey, Sartre and others. This is beneficial to broaden the research horizon and is a useful supplement to the first two types of materials.
2. Example method. Many concepts in phenomenology are abstract, such as intuitionism, intentionality theory, internal time consciousness analysis, structural principle, body field, life world and so on. , need to use specific examples to illustrate. When drawing lessons from these ideas in the field of education, it is not only a simple analogy process, but also provides corresponding educational scenes according to the uniqueness of education, so that educational stakeholders can understand that this happened in the field of education and is related to "I". In addition to looking for examples from their own experiences, researchers also look for proofs from the internet, books, newspapers and other media to help explain a certain point of view.
3. Personal understanding method. By studying the mechanism of "how to understand education", phenomenology of education aims to cultivate educational stakeholders to get rid of the limitations of some preset concepts and theories, increase their sensitivity to educational situations and enhance their corresponding educational wisdom. In the process of research, researchers often consciously use their own understanding of the situation to test the views to be proved, rather than just the general "comprehensive discussion" or "belief cry"
In the whole research process, we emphatically adhered to three principles. First, stick to the standpoint of pedagogy. Although phenomenology of education should draw a lot of lessons from phenomenological theory, it should also be based on the uniqueness of education itself, and should not become a simple application of phenomenological thought in the field of education or a subject transplant. Second, return to the origin of education and research education. We apply the principle and method of phenomenology on the occurrence of cognition to education, aiming at obtaining the most primitive understanding of education and forming the starting point of pedagogy research, thus laying the foundation and providing the basic point for the subsequent development of pedagogy. Thirdly, the enlightenment of phenomenology to pedagogy can be divided into two levels: philosophical principles and concrete methods. In the process of research, we strive to combine the two. In this way, educational stakeholders can understand education through educational phenomenology, not only knowing what it is, but also knowing why it is.
? Second, the conclusion and countermeasures
1. pedagogy can learn from phenomenology, and the phenomenology of education formed has important research value. To some extent, phenomenology of education can be simply understood as the combination of pedagogy and phenomenology. More precisely, pedagogy should learn from some principles and methods of phenomenology to reshape or transform some existing "unsatisfactory" educational theoretical systems. In addition to their similar research objects (people or people's consciousness as the research object), the problems existing in the practice and research attitude of pedagogy are the main driving force for this reference. Education from the perspective of phenomenology of education is mainly manifested as follows: first, education is the exchange of consciousness. Education is an activity between people. Even if it involves a large number of machines and appliances, it is only an extension of human existence. All education is through the efforts of educators and educatees, in order to achieve the formation of reasonable consciousness of educatees or the change of original consciousness. This process is actually a constant exchange of consciousness. Second, education is the existence in the relationship. Educators, educatees and educational intermediaries form a certain relationship with each other in education. Without this relationship, each item cannot bear the existing name in education alone. For example, an educator is an educator only in the relationship of education. It is a kind of honorific to call him a teacher outside education, which is not in line with the original intention of teachers, because teachers are only teachers when teaching students. Third, education happens through experience. Experience is a basic psychological activity of human beings, which usually shows that individuals get some direct experience. Modern educational theory generally believes that the acquisition of theoretical knowledge or indirect experience of the educated is based on direct experience, which is easily misunderstood, thinking that the indirect experience of the educated individual is the direct experience of all mankind. In fact, from the perspective of individual knowledge, all his indirect empirical learning should also be based on his awakened direct experience, that is, the individual's empirical knowledge precedes theoretical knowledge.
The concrete value of phenomenological study of education: it makes pedagogy have a relatively solid theoretical origin, makes people's existence truly manifest in the educational process, and finds a "grasping hand" for the effective implementation of process education in the field of educational practice.
2. Educational intuition is the main way to understand education. Refers to the intermediary who obtains some information directly without any rational reasoning. Educational intuition is to obtain the essence of education, but it is different from the usual abstract methods such as induction and deduction. This study explains the general principle of obtaining the essence of education through educational intuition and compares it with the usual abstract methods. In fact, there are a lot of intuitive phenomena in education, such as intuitive teaching, learning from things advocated by the ancients. Intuition is also a kind of primitive knowledge. People like intuition because it can save people's psychological energy and stimulate their creativity.
The countermeasure to realize educational intuition is to insist on reduction. Reduction means to get rid of all preconceptions, all self-righteous assumptions, return to the thing itself, and understand the object from its absolute giving, that is, pure consciousness. It embodies the rigorous thinking attitude and solid working method of phenomenology, hoping to find a solid starting point for understanding and realize its philosophical ideal. This method is different from the methods commonly used in empirical science and speculative science. It mainly includes pause or parenthesis. The basic meaning is that any understanding or proposition, if it contains some judgment beyond its own scope, will be suspended or put in brackets. Any knowledge at the beginning, without thinking, can't be regarded as confirmed knowledge.
3. Educational experience is the main carrier of cognitive education. Experience is consciousness, also known as conscious experience. Educational experience is the first thing that educational stakeholders appear in the educational situation, which takes precedence over various concepts, propositions or educational theories. In the past, I was too obsessed with these contents that were divorced from the "thing itself" and ignored the most direct educational experience. Educational experience comes from the presence and participation of the body, which is the medium for us to contact the world and the only channel for us to communicate with the world. Education is not only the exchange of consciousness, but also the interaction of experience. Educators should be good at using and enriching students' educational experience.
The countermeasure of using educational experience is the interaction between teachers and students based on experience, which may eventually bring about the interaction of body field. Experience interaction or body field interaction, a relatively vague but primitive way of interaction, is the real channel to cut into the hearts of both sides. There is a good saying, but I feel the harmonious heartbeat of the sacred unicorn. Sometimes we don't need a clear statement or objective instructions, but both sides can get the message and understand. This kind of communication is like walking on the information superhighway, and it goes directly to the thing itself, reaching the effect far beyond words.
The countermeasure to enrich educational experience is that education is not limited to schools. For students, any experience conducive to growth is an educational experience. If education is regarded as life, educational experience is actually a positive life experience. The cultivation of this kind of life experience mainly emphasizes the participation of the body and the interaction between the body and the situation, not just the activity of the brain. Therefore, when we determine some experience goals, the focus of education is the process of achieving these goals, because experience comes from the process and from the physical activities in the process.
4. Educational significance is the main content of cognitive education. Meaning and experience are unified, meaning takes experience as the carrier, and the content of experience is the expression of meaning. The educational significance comes from the educational life world, but the long-term discipline and filtration in the scientific world have exhausted the educational significance, resulting in the crisis of students' exhausted thinking, poor imagination and lack of conscious motivation. Therefore, while attaching importance to the scientific world, education should consciously return to the educational life world, so that students can regain the nourishment of meaning.
Countermeasures for students to understand the significance of education: First, enrich students' life world. Returning to the real daily life scene will be more conducive to enriching or enriching the students' life world. In the current educational scene, the contradiction between teachers' and students' activities and daily life scenes is deepening, and their activities are gradually narrowing. In the daily life scene, "time and space are being filled with infinite expansion of teaching professional events, which makes teachers and students live in a narrow and lifeless world". Therefore, returning education to the scene of daily life may have greater practical significance for solving the current educational problems. Second, teachers create the artistic conception of understanding for students. Artistic conception is the realm of meaning understanding. The ancients said that "reading a hundred times is self-evident", which is really the insight of phenomenology. In the process of reading, students will naturally encounter (harvest) the meaning of the contents in the book, and teachers don't need to teach it deliberately. Heidegger quoted Laozi's famous saying "Know its white, keep its black" to say that understanding is bright and definite objective existence; Black is pre-conscious and not fully understood. We can't be white for the sake of white. On the contrary, in order to get white, we should consciously wear black. In the trend of "from black to white", we gain an understanding or meaning of existence, and the process of this trend is artistic conception. Only in the artistic conception can people's thoughts whirl and stir, and can they "make something out of nothing" and make sense. The common method of creating artistic conception in teaching is to create vagueness in teaching and make teaching more attractive.
5. Real education exists in the process. Education is non-objective. When you no longer regard education as an object and deliberately "look", it means that you have integrated into it. At this time, education is the most real education for you. The overall non-objective characteristics of educational occurrence do not exclude the objectivity of educational goals, but they can be unified in the state of occurrence. The effect of education may be doing nothing but doing something. The main purpose of discussing the inaction of education is to explain the conditions for education to play its role, and its purpose is still to make it better.
Knowing the inaction of education can clarify the corresponding conditions for education to produce results. First, compared with external stimuli, human vision is a more primitive existence and the origin of consciousness or cognition; Secondly, the horizon is more primitive because all our conscious or cognitive objects are actively selected and processed through the horizon, and we can never know the "primitive"; Thirdly, the active selection and processing of horizon is something we can experience, but it is vague, because it cannot be objectively displayed, that is, it cannot be seen or heard by us; Fourth, emotion has never left us, it participates in our understanding, and it has been involved since cognitive behavior.
To understand the potential of education, education can take the following countermeasures. First, from the students' point of view, education does not start at school, but the factors that really affect people start at home; Education is a slow art, because education is a process that affects people's horizons, and the process of internalizing external factors (including education) is also a process of life growth. Secondly, from the perspective of teachers, the society has an atmosphere of respecting teachers and attaching importance to teaching, which is an external factor to cultivate teachers' love and feelings for education; Let teachers experience a sense of accomplishment, which is an internal incentive factor; Teachers need to constantly reflect, so that the growth of teachers will change from spontaneous to conscious.
6. The general process and cases of educational phenomenology practice. According to the tradition of "doing phenomenology", this paper tries to apply the theory of educational phenomenology to practice in order to get some enlightenment to education in practical research. Therefore, it still belongs to the understanding of education, but this way is more suitable for educational stakeholders to complete in their own practical work.
The general process of "doing phenomenology of education" includes: selecting questions, describing experiences, reflecting on questions, summarizing themes, exploring meanings, making suggestions and writing texts. Of course, these processes do not mean that they are a set of fixed patterns or operating procedures. On the contrary, educational researchers can adjust and change the process accordingly and even make greater innovations on the basis of following the basic methods and spirit of phenomenology.
In order to present the method and steps of "doing phenomenology of education" more clearly, this study takes "the study of students with learning difficulties in oral English teaching" as a case to explain this process in detail.
The conclusion of this study is: how do we know the world, how the world is presented to us, or what we know. Cognitive paradigm determines cognitive object. The same is true of education. Almost all our research on education is devoted to understanding education from different levels and angles. In other words, different paradigms of understanding education determine completely different education in our eyes. The subject takes "how to recognize education" as the basic research problem, hoping to learn from phenomenological research on cognition-to recognize the most essential content in the most primitive way of cognition. As far as education is concerned, it is to use education to intuitively understand the experience and significance of education, to understand the existence of education in the process of education, and to understand the vision and habits of educational stakeholders in "doing educational phenomenology".
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