教育现象学对于教育哲学的深化具有非常重要的意义。
It concludes that phenomenology of education will be very helpful for us to deepen the investigation of philosophy of education.
大学现象学与其说是教育现象学的组成部分，不如说是教育现象学的一个场地。
Rather than a part of educational phenomenology, university phenomenology is a field of educational phenomenology.
同时，作为一种具体方法和作为一种生活态度，教育现象学方法分别有不同的应用范围。
It will have different field of application when we regard the research methods of phenomenological pedagogy as attitudes toward life.
教育现象学提问方式从教育事实出发，为研究者提供了一种灵活地[看]教育和[问]教育的方式。
Starting from educational facts, the questioning method of phenomenological education provides researchers with a flexible approach to "see" and "ask about" education.
以实践取向为基础的教育现象学，通过对教育现象[是其所是]的追问，形成一条深入[教育实事本身]的致思路径。
The practice-oriented phenomenological education finds out an in-depth thinking path of "educational fact itself" through detailed inquiry of educational phenomena "as what they are".
现象学是质的教育研究范式的重要理论基础。
Phenomenology is the important theoretic basis in qualitative educational research.
总之，本研究通过比较，看到杜威与现象学有很多相似之处，这显示了杜威教育思想的现象学意识。
In short, this study finds out the resemblance between Dewey and phenomenology in order to reveal Dewey's phenomenological sense.
教育哲学只有首先作为现象学，才能把握住自己。
Only if be regarded as phenomenology of education, can philosophy of education grasp itself.
将这样一种精神带到教育领域中便产生了现象学教育学。
Phenomenological pedagogy thus came into being for this spirit and was brought to the educative domain.
现象学“回到事情本身”和“生活世界”的理念，使得我们接近问题的态度和方式发生了变化，改变了我们一直以来对待教育问题的态度和方式。
The fresh juice in pedagogy is gone from life in the name of pursuing generalization. "go back to things themselves" and "life-world" in phenomenology change our attitudes and manners to pedagogy.
现象学教育学“优先考虑孩子们的幸福，认真地对待年轻人，始终能从孩子们的角度来考虑教育方面的问题”。
Phenomenological pedagogy "considers children 's happiness first, and treat the youth earnestly. It can always consider pedagogy from the viewpoints of children."
现象学教育学“优先考虑孩子们的幸福，认真地对待年轻人，始终能从孩子们的角度来考虑教育方面的问题”。
Phenomenological pedagogy "considers children 's happiness first, and treat the youth earnestly. It can always consider pedagogy from the viewpoints of children."
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