方法对比
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| 教育研究中的现象学× | 现象学× | |
|---|---|---|
| 领域 | 质性 | 质性 |
| 方法族 | Process / pipeline | Process / pipeline |
| 起源年份≠ | 1990 (van Manen's systematic educational application); philosophical roots ~1900–1913 | Early 20th century (Husserl ~1900–1913; Heidegger ~1927) |
| 提出者≠ | Max van Manen (education application); Edmund Husserl (philosophical foundation) | Edmund Husserl (transcendental); Martin Heidegger (hermeneutic) |
| 类型 | Qualitative research approach | Qualitative research approach |
| 开创性文献≠ | van Manen, M. (1990). Researching Lived Experience: Human Science for an Action Sensitive Pedagogy. State University of New York Press. ISBN: 978-0791404645 | Moustakas, C. (1994). Phenomenological Research Methods. Sage. ISBN: 978-0803957466 |
| 别名≠ | educational phenomenology, phenomenology of education, lived-experience research in education, pedagogical phenomenology | Fenomenoloji, phenomenological inquiry, phenomenological analysis |
| 相关≠ | 5 | 6 |
| 摘要≠ | Phenomenology in education research is a qualitative approach that investigates how students, teachers, and educational actors experience pedagogical phenomena — learning, teaching, assessment, transition, or identity — from the inside. Drawing on van Manen's human science framework and Husserlian and Heideggerian traditions, it seeks to reveal the essential lived structures of educational experience rather than measure outcomes or test hypotheses. | Phenomenology is a qualitative research approach that investigates how participants live through and make sense of a specific experience. Rooted in the philosophy of Edmund Husserl and extended by Martin Heidegger, it aims to reveal the essential structures of lived experience rather than to measure or predict outcomes. The two most widely applied variants are Husserl's transcendental phenomenology, which seeks universal essences, and Heidegger's hermeneutic phenomenology, which emphasises interpretation within context. |
| ScholarGate数据集 ↗ |
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