【作者】 杨东亚；

【导师】 吴义昌；

【作者基本信息】 徐州师范大学 ， 教育学原理， 2008， 硕士

【摘要】 范梅南是北美现象学教育学的主要代表人物,他的研究成果代表了当今世界现象学教育学研究的最高水平。教育智慧思想构成了范梅南现象学教育学思想的核心内容,是其全部现象学教育学思想的集中表达。本文主要从纵向和横向两个纬度展开对范梅南教育智慧思想的研究。在纵向的纬度上,系统梳理范梅南的教育著述,探讨其教育智慧思想的发生和发展历程;在横向的纬度上,比较了范梅南教育智慧思想与同时代的教育学家的教育观点的异同,并特别关注了范梅南与芬斯特马赫的学术争论。本文通过上述两个纬度深入研究了范梅南教育智慧思想的形成、主要内容以及范梅南教育智慧思想的意义、局限和启示。教育智慧思想是范梅南运用生活体验研究方法论取得的直接研究成果,也是其关注教师教育的时代问题并认真思考后作出的回答。范梅南讨论的教育智慧是一种实践智慧,是一种特殊的“既源自于心灵也源自于头脑”的知识,是“指向儿童的多层面的关心”,它主要由教师的情感性知识、关心品质和教育学理解能力三个方面构成。范梅南认为,反思和现象学写作是教育智慧生成的主要途径。本文认为,范梅南教育智慧思想的意义主要体现在三个方面:表达了对“教育学”和“教育”的不同理解、预示了教师教育的可能发展方向和强调了关心在教师素质构成中的优先性。同时,范梅南教育智慧思想也存在忽略了制度化教育对教育智慧的规约与消解、否定教育理论的价值和模糊了一线教师和教育学研究者的角色差异等局限。由于范梅南教育智慧思想集中批判了教育与儿童生活世界的脱离、学校教育中的学术训练中心倾向和传统教育方式使儿童失去智性等问题,所以,它的启示并不仅仅局限于教师教育领域,而是体现在诸多方面:“从生活本身出发”进行教育学研究、教师教育需要回归教育的生活世界、把个人教育体验作为教师教育的重要课程资源和重视对我国传统师德思想的批判性继承。更多还原

【Abstract】 Max van Manen is the major representative of phenomenological pedagogy in North America, whose scholarship stands for the top level of phenomenological pedagogy research. Pedagogical thoughtfulness is the core of Max van Manen’s thoughts. This paper attempts to explore Max van Manen’s pedagogical thoughtfulness both transversally and longitudinally. Longitudinally, this paper probes the development of the thoughts of pedagogical thoughtfulness; transversally, this paper compares Max van Manen’s pedagogical thoughtfulness with other educationists’ideas, and pays special attention to the academic debate between Max van Manen and Fenstermacher.From these two angles, this paper investigates the forming of Max van Manen’s thoughts, its major content, significance, limitation and insights. The pedagogical thoughtfulness is the achievement by using the method of real life experiences and it is his answer to the question of teacher education after careful thinking. The thoughtfulness that Max van Manen discussed is one kind of practical wisdom, a special knowledge coming from one’s soul and mind and the care for children in multi-aspects. It is mainly made up of teachers’emotional knowledge, the quality of care and pedagogical understanding ability. Max van Manen believes that reflection and phenomenological writing are the major ways of developing pedagogical thoughtfulness. This paper thinks that the significance of Max van Manen’s thoughts of pedagogical thoughtfulness primarily includes three aspects: showing the different understanding of“pedagogy”and“education”, foretelling the possible tendency of teacher education and stressing the priority of care in teachers’qualities. In the meantime, Max van Manen’s thoughts of pedagogical thoughtfulness has some flaws, including neglecting the restriction of the institutionalized education on pedagogical thoughtfulness, negating the value of educational theories and confusing the roles of teachers with those of researchers. Finally, the enlightenment of Max van Manen’s thoughts of pedagogical thoughtfulness contains four aspects: studying pedagogy from the life itself, returning of teacher education into the real world of life, using personal experiences as important resources of education and placing great emphasis on the critical inherit and development of traditional thoughts of teacher ethics in our country.更多还原