The Phenomenological Pedagogy Research Center

The Phenomenological Pedagogy Research Center

1.Development purpose of the center

In 2001, the academic team represented by Professor Hong Ning at Capital Normal University began to engage in phenomenological pedagogy studies earlier in the country. Its research results have attracted the attention of academic circles at home and abroad. It has formed the academic characteristics and strengths of influence in the research field at home and abroad. The Phenomenological Pedagogy Research Center upholds the attitude of phenomenological “go back to the matter itself,” and always adheres to a strict, scientific spirit, and explores the “possibility of a new pedagogy”. Phenomenological pedagogy, this name has shown its connection with phenomenology. Phenomenological pedagogy is the educational theory and educational practice constructed with the attitude and methods of phenomenology. In the combination of phenomenology and pedagogy, what phenomenology brings to pedagogy is far more than just a specific method. It is not just a few phenomenological terminologies, not even a part of it, but an understanding of the inner meaning of ontology-epistemology-methodology.

The Center hopes to build a long-term platform for academic exchanges through extensive international and domestic academic exchanges for educational theories and teacher education research in the field of phenomenology, and to become an important base for theoretical innovation in pedagogic pedagogy, personnel training and practical change.

 

2.Research Features of the Center

(1) On the field: basic educational theory study

The center explores the academic characteristics and traditions of practice-oriented basic educational theory study, captures acutely the emerging field of research in educational philosophy and gathers academic power devoted to phenomenological pedagogy research, which makes our university one of the important academic units.

  We always adhere to strict and scientific attitude and lay great emphasis on “philosophy as the general principle of pedagogy”. We can obtain the meeting point of integrating phenomenology with pedagogy in answering “how to acquire cognition”. The special way to answer the question in phenomenology offers the enlightenment of phenomenology integrating with pedagogy. Education appears ahead of phenomenology. However, the discussion of “how consciousness produces consciousness” is just the basic issue that education faces, so that the reveal of genetic phenomenology to the structure of recognition generation breaks a new path for understanding the generation of education. The existence of original meaning being explored in the recall of historical tradition, the constitution of domain of intentionality and its transcendental function, prior subjectivity as practical subjectivity and its constitution, and the development and transformation in genetic phenomenology after Husserl’s phenomenology, offer the clue to explore the generation of education. In addition, based on the special characteristics of phenomenology, the form of the generation of education also appears. It could be the starting point that can be put into practice when the explanation acquires its original meaning. When the happening and unfolding it causes could always be realized in the path, the construction of professional theory takes place. Although we cannot change history, we can take initiative in exploring a theoretical, professional path, which gives possibility for the explanation of education history and education in history, and the realization of education in reality. 

(2) On the field: teacher education research

  College of Education in Capital Normal University has commenced exploring the training mode of integrated teacher education based on U—S(University—school) cooperation since 2001. Through arduous efforts, we come to realize that this theoretical path of being a teacher lies in the internal mechanism of teachers’ development that teaching consciousness is based on teaching theory, then conduction is designed, guided and dominated by teaching consciousness, and finally, teachers get familiar with teaching and acquire teaching experience in the real, stimulated teaching process (to pre-service teachers, mostly in the simulated process ).The implement of full-time Education Master education since 2009, this path can be achieved in these postgraduates’ professional development. Its practical and profoundly leading meaning lies in breaking through the traditional limitations that experience makes teacher professional, accurately speaking, theoretical-consciousness experience transcends natural-cycle experience. Compared with teaching experience, teaching consciousness obtains a more original form and it can be acquired via teaching theory. So it is likely that teachers acquire knowledge, proliferation and activation of meaning in original constitutional form, develop students’ quality with history of civilization following the way of inner generation and unfolding on the basis of basic education curriculum and come to open their-human beings’ future, so that education is always happening from generation to generation. 

Only when the generation of education obtains “principle” explanation and teachers’ construction of professional theory happens can teachers’ specialization be finally established and the path of being a teacher transcend natural cycle of experience. In this sense, it can seen that we have taken unprecedented efforts from which our whole study about teacher education results and our theoretical system, standard system, measurement system, curriculum system, professional norms system, experiment supporting system take shape so that certain language system and notion system accomplish their overall construction.

(3) On the field: Methodology of Pedagogy

  Based on the practical nature of education, we try to understand the relation of theory and practice in terms of the original meaning of practice and explore practice-oriented education methodology. The project, Introduction to Education Research, alters the method-oriented curriculum design and takes the clue of curriculum design and teaching organization bearing the importance of research in the whole process and organizes the research with the aid of method, which guarantees the combination of case teaching, class exercises and practical homework effectively, so that students acquire the ability of doing research and teachers shape their own characteristics in curriculum and teaching material construction. The course, Introduction to Education Research, as the core course of pedagogy has been awarded one of the national-level quality courses and the book,  Educational Research Method—An Introduction, has been established as one of the 12th five-year plan textbooks.

 

3. Introduction of Members in the Center

Director of the Center: Professor Ning Hong

Associate Director of the Center: Professor Cai Chun, Professor Zhu Xiaohong

Researchers of the Center: Associate Professor Hu Sa, Associate Professor Shao Yan’nan, Associate Professor Tan Bin, Associate Professor Yue Xinyun(in order of the family name of pinyin )

 

4.Results

 

Representative Thesis

 

Author

Title

Journal

Time

Issue

Ning Hong

A New Understanding of Education-- Reflections on the Construction of Teachers' Development School

Educational Research

2001

11

Ning Hong; Ya’ni Zhong

Exploration of Phenomenological Pedagogy

Educational Research

2002

08

Ning Hong

An Analysis of the Phenomenon of Teachers' Becoming Researchers

Educational Research

2003

11

Ning Hong

Teachers’ Professional Development: Practice-Meaning-Based Orientation
 

Educational Research

2005

08

Ning Hong

Hu Sa

Original Unity of Educational Theory and Practice

Educational Research

2006

05

Ning Hong

Educational Practical Philosophy— — —An Exploration on the Theoretical Construction of Phenomenological Pedagogy
 

Educational Research

2007

07

Ning Hong

Teacher Education: The Cultivation of the Quality of Teacher Professional Awareness

— — —The Theoretical Construction of Teacher Development School

 

Educational Research

2009

07

Ning Hong

Phenomenological Purport of Teachers’ Professional Growth

 

Educational Research

2010

11

Ning Hong

How to Acquire Cognition— — Consideration on Research on Phenomenological Pedagogy

 

Educational Research

2011

06

Ning Hong

Strictly and Scientifically Realizing Quality-oriented Education — —Teachers' Profession

 

Educational Research

2012

11

Ning Hong

The Generation of Education Structure and Form— —Some Educational Inspirations from Genetic Phenomenology

 

Educational Research

2014

01

Cai Chun

The Spirit of Phenomenology and Its Educational Implication

 

Educational Research

2009

08

Xiaohong Zhu

Experience, Lived Experience and Pedagogy——Reform of Public Pedagogy in Normal University

 

 

 Teacher Education Research

2007

06

Xiaohong Zhu

Re-understanding Teachers’ Love——In the Perspective of Max Scheier’s Affective Phenomenology

 

 

Educational Research

2009

11

Xiaohong Zhu

Others' Experience and Children's GrowingRe-understanding the Relationship Between Teacher and Student——In the Perspective of Max Scheler's Affective Phenomenology

 

Educational Research

2011

09

Xiaohong Zhu

Re-understanding Teachers' Conditions and Habits——Based on the Theory of Life-world Phenomenology

 

Educational Research

2014

05

Hu Sa

Reflection: As a Kind of Consciousness— —To Understand Teachers' Reflection in the View of Phenomenology

Educational Research

2010

01

Hu Sa

How Can Teachers in Practice Reflect—— — Research on Teacher Reflection from the Perspective of Phenomenology and Its Practical Significance
 

Theory and Practice of Education

2011

25

 

 

Postgraduates’ Academic Dissertation

 

Author

Title

Tutor

Time of Degree Conferred

Degree

Ya’ni Zhong

Enlightenment of Phenomenological Pedagogy

 

Ning Hong

2004

Master

Guangming Zhu

Teachers’ Practice-Mind - Oriented
 Development---- The Enlightenment of Max van Manen’s   Phenomenological Pedagogy

 

Ning Hong

2005

Master

Meirong Yang

Phenomenological Consciousness in John Dewey’s Educational Theory----A Comparative Research of John Dewey’s Educational Theory and Phenomenological Pedagogy Theory

 

Ning Hong

2005

Master

Liu Jie

Phenomenological Pedagogy--- Possibility of A New Pedagogy

Ning Hong

2006

Master

Bayi Li

Behind the Method----Phenomenological Understanding in qualitative study of Pedagogy

Ning Hong

2006

Master

Wei Jing

What can Phenomenology Bring to Teachers----Teacher Education in the Perspective of Phenomenological Pedagogy

Ning Hong

2006

Master

Nie Ke

The Generation of Symbolic Meaning during Teaching----Originate from “Symbolic Interactionism”

Ning Hong

2007

Master

Hu Sa

Reflection: As a Kind of Consciousness——An Philosophical Understanding of  Teachers Being the Practitioners of Reflection

Ning Hong

2007

Master

Huizi Shen

The Orientation of Meaning in  Teachers ' Professional Development----

Enlightenment of Phenomenological Pedagogy

 

 

Ning Hong

2008

Master

Hongbo Li

An Understanding of Teachers’ Love in Terms of Affective Phenomenology

Ning Hong

2009

Master

Fu Jing

Relationship between Teachers and Students Is Essentially Educational----on Research of Phenomenological Pedagogy

 

Ning Hong

2009

Master

Yu Qing

Teaching Language Research in the Perspective of Phenomenological Pedagogy

Ning Hong

2011

Master

Yating Li

Existence of Teachers ' Professional Ability---from the Benefits of Teaching Materials

Ning Hong

2013

Master

Yanli Lv

Students’  English Learning Situation in Middle School---What does English Mean to A Middle School Student?

 

Ning Hong

2013

Master

Xiaodan Zhang

Teachers in Middle School----Teaching English

Ning Hong

2013

Master

Yuanting Lu

Tree of life evergreen—the Overall Design of Biology Teaching in Middle School

Ning Hong

2013

Master

Yuanxi Xing

Back to Language Itself—Chinese Teaching and Language Images Sensible

Ning Hong

2013

Master

Jingjing Wu

Practice Turns, Turns to Where----A Research on the Turning of Educational Practice

 

Ning Hong

2013

Master

Jiang Yan

Fusion of Horizons between Bodies----Reflection of Students’ Subjectivity in Chinese Teaching in Middle School

Ning Hong

2013

Master

Hu Sa

Reflection: As a Kind of Consciousness— —To Understand Teachers' Reflection in the View of Phenomenology

Ning Hong

2010

 

Doctor

Liu Jie

Origination of Phenomenological Pedagogy----the  Utrecht’s Phenomenological Pedagogy

Ning Hong

2012

Doctor

 

Kaijun Jiang

A Research on Max van Manen’s Phenomenological Pedagogy

 

Ning Hong

2011

Doctor

Wu Di

Consciousness, Language and Education----A n Educational Research in the Perspective of Searle’s Philosophy

Ning Hong

2013

Doctor

Yang Peng

  • Art Education in the View of Phenomenological Aesthetics

 

Cai Chun

2009

Master

 

Projects:

国家级、省部级研究课题: National and Provincial Research Projects

国家社科基金项目《教师能力标准研究》BFA090020

National Social and Scientific Fund Program ----Phenomenological Purport of Teachers’ Professional Growth

 

教育部人文社会科学项目《现象学教育学理论与实践研究》09YJA880095

Ministry of Education of Humanities and Social Science Project ----Theory and Practice of Phenomenological Pedagogy

 

教育部人文社会科学项目《现象学精神及其教育学意蕴》

Ministry of Education of Humanities and Social Science Project ---- The Spirit of Phenomenology and Its Educational Implication

 

教育部人文社科基金项目《学士后教师专业发展的理论与实践研究》10YJA880198

Ministry of Education of Humanities and Social Science Fund Project ---- Theory and Practice of “Post-bachelor” Teachers Professional Development

 

国家社科基金青年项目《社会转型时期的教师价值教育意识及其培养》CAA120102

National Social and Scientific Fund Program for the Young---- Teachers’ Consciousness of Value Education and Development during the Period of Social Transformation