海德格的詮釋現象學及其在教育學方法論的意涵

On Heidegger's Hermeneutic Phenomenology and Its Implication in the Methodology of Education

李文富(Wen-Fu Lee)

《花蓮師院學報（教育類）》 16期 (2003/06) Pp. 89-107

https://doi.org/10.7073/JNHTCA.200306.0089

摘要

本文指出教育是一門關於人的學科。人不但離不開社會，更具有存有的性質。人的存有與存在問題恰恰構成教育的問題核心。海德格的詮釋現象學揭露了重提存有問題的必要性。海德格用’’此有’’來形容實在的人，並通過’’此有’’的’’在世存有’’的存在論分析：一方面剔透出人的在世存有情境，突顯了人最一般的日常生活的非理性存在樣態；另一方面則在’’存有’’的追問下，超越了傳統認識論的二元對立困境，從而確立了以此有為基礎的人文社會學科的存有論。準此，本文從海德格的詮釋現象學的’’此有’’分析出發，嘗試建構一個’’存在的－存有論’’為基礎的教育學方法論，並指出其在教育研究上的可能貢獻。

關鍵字

此有 ； 存有論 ； 存在論分析 ； 教育學方法論

並列摘要

This essay indicates that education is a subject concerning humans. Humans not only fail to stay away from sociality but also are endowed with the quality of Being. Thus educational problems consist of the problem of human being and existence. Heidegger revealed the necessity for explicitly restating the question of Being. He took the ontological analytic of Dasein as laying the horizon for an interpretation of the meaning of Being and existential constitution in general. Another hand, in this process of questioning anew the meaning of Being, Heidegger overtook a strait of antagonism which raised by traditional epistemology and thereby to establish firmly base for ontology which rooted Dasein. Based on this, this essay, by analyzing hermeneutic phenomenology of Heidegger, intends to manipulate the methodology of education on the basis of existential-ontology and to point out the possible contribution in educational studies.

並列關鍵字

Dasein ； the existential analysis ； ontology ； methodology of education

參考文獻

Bauman, Z.(1992).Hermeneutics and social science: Approaches to understanding.Eng:Gregg Revivals.

Bourdieu, P.,R. Nice, (Trans.)(1998).The Logic of Practice.Cambridge:Polity.

Bourdieu, P.,Wacquant, L. J. D.(1998).An Invitation to Reflexive Sociology.Cambridge:Polity.

Heidegger, M.,A. Hofstadter, (Trans.)(1988).The basic problems of phenomenology.Indiana University Press:

Heidegger, M.,J. Macquarrie,E.Robinson, (Trans.)(1962).Being and time.New York:Harper Collins.