范梅南现象学教育学思想研究
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摘要
现象学教育学是在20世纪现象学哲学运动影响下产生的,在马克斯·范梅南教授的学术经历和教育思想中处处体现着现象学哲学的种种影响。生活体验研究引出了现象学教育学的方法论问题以及此核心概念与胡塞尔生活世界理论的密切联系；教育智慧概念引出教育本体论的问题以及与海德格尔面向思的事情的关联；感受之知引出教育的实践认识论问题以及与梅洛·庞蒂身体主体和具身化的关联；责任引出教育的伦理学问题以及与勒维纳斯他者哲学的相关性,等等。本文通过建立这种联系的研究探索,力图呈现范梅南现象学教育学思想的哲学渊源。
现象学的方式关注直接的经历和体验,这也适用于现象学教育学家以及他们学术思想的研究。范梅南教授的思想和他本人生活的时代、经历是一体的。本文正是从这一角度展开研究的,感谢范梅南教授以多种方式给予宝贵的相关资料,包括他本人的详细回忆和直接阐述。基于这些珍贵的资料,形成本研究得以走进范梅南、具有范梅南学术思想历史的研究线索,并进一步组织成为本文的主要章节,这可以从“欧陆和北美教育学的桥梁”开始的五个章节中连续读到。
本文首先论及范梅南现象学教育学作为欧陆与北美教育学桥梁的意义。范梅南所沿用的解释学传统是北美所需要的。范梅南对于欧陆的人文科学学术传统研究甚深,在进行方法论的探索的同时,他把德国和荷兰的大量现象学教育学经典文献介绍到北美,为北美的学术注入了新鲜血液,用体验哲学弥补自然科学研究的不足和种种弊端。所以,我们说,范梅南架起了一座沟通欧陆和北美教育学的桥梁,他的现象学教育学研究丰富了北美的教育学研究,使现象学教育学在北美得到发展和超越。
做现象学表明了范梅南的实践取向和态度。传统的认识论特别强调方法,而现象学则强调直观、体验和对意义的在先把握。在方法论上,他继承的是欧陆解释学传统,从狄尔泰、胡塞尔、海德格尔到伽达默尔的实践哲学。在教育实践中收集研究资料,阐释生活体验的意义,形成反思后的理解和教育敏感。范梅南也讨论了现象学教育学的具体方法。范梅南方法论的讨论启发了我们,方法是需要境遇的生成与转换的。
范梅南的教师之教的教育学是以实践现象学和实践认识论为其哲学基础的。教师之教有教知识、教技能的可教性一面,也有不可教的形而上之道。范梅南喜欢用海德格尔的一句话：“教”乃“让-学习”。教师自己必须是优秀的学习者,才可能让学生自觉地学习和思想。在范梅南的教师之教的教育学中,他创造了两个独特的概念,教育智慧thoughtfulness和教学机智tact。教师要获得的不是一般的教育知识和理论,而是在体验和实践中获得的教育智慧,这是一种意识品质,理论自觉的意识品质。机智是教育智慧的自然外显,并不需要什么中介。智慧总是体知原初的意义。如教师“替代父母关系”,由“教”回归“育”的本源。牵手与引路的词源分析引出了教育爱、召唤和使命。智慧总要由反思达成新的理解。范梅南的教师之教的教育学特别强调“体知”,身体的感知和身体的表现。由感受之知形成许多身体知识和技能,在这里,多元智能、情商和玩商发挥着重要作用。波兰尼的“隐性知识”也有助于我们更好地理解范梅南的实践认识。
范梅南现象学教育学也有许多特色主题,如教学情调、希望、惊奇、认同、气氛、秘密等。尤其是儿童的秘密,他做了深入的探讨,体现了现象学对任何一个现象的深刻体悟和洞察。使儿童的秘密,儿童的成长空间,自我意识的形成引起了成年人的注意。还有对相遇主题的深刻理解,都可以教化我们形成教育的敏感,形成更加健康的教育关系。
最后,范梅南也探讨了解释现象学的写作,研究即写作,写作即方法。现象学反思以写作为主,写作是做现象学的重要组成部分。然后,他又研讨了写作现象学,对什么是真正的写作进行了现象学描述,他名之为“黑暗中的写作”。最近四五年,他又对在线写作产生了浓厚的兴趣,尤其是现代网络和移动技术对孩子的隐私、亲密和秘密的影响。他同样担心,技术试图使一切隐秘公开化,使人变得浅薄和平面化。他的关于在线写作现象学的讨论是独特的、新颖的和富有创见的。
Phenomenological pedagogy came into being with the impact of the phenomenological philosophy movement of the 20th century. In Max van Manen's academic experience and pedagogical thoughts, various influences of phenomenological philosophy can be seen here and there. Lived experience leads to the methodological issues of phenomenological pedagogy as well as the close relationship between this concept and Husserl's life world theory. The concept of pedagogical thoughtfulness leads to the issues of pedagogical ontology and its relationship to Heidegger's things of thinking. Pathic knowing leads to pedagogical issues of epistemology of practice and its relationship to Merleau-Ponty's body subject and embodiment. Responsibility leads to pedagogical issues of ethics and its relationship to Levinas' philosophy of Otherness. This dissertation conducted the research by establishing the relationship, attempting to present the philosophical origin of Max van Manen's phenomenological pedagogy.
Phenomenological method focuses on immediate experience, which is fit for the research on educators of phenomenological pedagogy and their academic thoughts. Max van Manen's thoughts, his experience and ages are integrated. From this perspective this dissertation conducted the research. We are grateful to Max van Manen for the valuable, relevant materials he gave me in many ways, including his own detailed recollection and direct interpretation. On the basis of these materials, the research is conducted to approach Max van Manen and to have the research clues of his history of academic thoughts. According to the clues we organize the chapters of this dissertation, which can be seen in the following chapters, starting from "the Bridge between European and North American Education".
First of all, this dissertation explores meanings of the bridge of Max van Manen's phenomenological pedagogy between European and North American education. North America needs the hermeneutical tradition that Max van Manen carries on. Max van Manen studied a lot about European academic tradition of human science. While exploring methodology, he introduced by translating a lot of classic literature of phenomenological pedagogy in Germany and Holland to North America, refreshing North American academy with new blood. The philosophy of experience makes up for the weak points natural science research has. Thus, Max van Manen built a bridge connecting European and North American education. His research on phenomenological pedagogy enriches educational research in North America with the development and transcendance of phenomenological pedagogy in North America.
Doing phenomenology indicates Max van Manen's practice orientation and attitude. The traditional epistemology stresses methods while phenomenology emphasizes intuition, experience and the grasping of meanings beforehand. Methodologically, he carries on the European tradition of Hermeneutics, from Dilthey, Husserl, Heidegger to Gadamer's philosophy of practice. In educational practice we gather research materials, interpreting meanings of lived experience, understanding after reflection and forming pedagogical sensitivity. Max van Manen explores the specific methods of phenomenological pedagogy. Max van Manen's discussion of methodology tells us methods should be created and transformed in situations.
Max van Manen's pedagogy of teachers'teaching is on the philosophical basis of phenomenology of practice and epistemology of practice. Teaching has the teachable side of teaching knowledge and technology as well as the unteachable side which is metaphysical. Max van Manen likes Heidegger's words "Teaching is to let learn". Teachers must be, first of all, excellent learners. Then, it's possible for students to willingly study and think. In Max van Manen's pedagogy of teaching, he created two unique concepts, thoughtfulness and tact. What teachers should obtain is not general educational knowledge and theory, but thoughtfulness obtained from experience and practice. This is the quality of consciousness, the consciousness of theory. Tact is the natural flow of pedagogical thoughtfulness without any media. Thoughtfulness is always the original meaning of embodied knowing, for instance, teachers' "loco parentis", going back to the origin of parenting from teaching. The etymological analysis of taking by hand and leading the way evokes pedagogical love, calling and mission. Thoughtfulness is always the new understanding after reflection. "embodied knowing" is emphasized in Max van Manen's pedagogy of teaching, the perception of body and embodiment. Pathic knowing forms body knowledge and skills. Here, multi-intelligence, emotional quotient and leisure quotient play the important role. Polanyi's "tacit knowledge" can help us better understand Max van Manen's epistemology of practice.
There are many unique themes in Max van Manen's phenomenological pedagogy, such as the tone of teaching, hope, recognition, atmosphere and secrets. Especially children's secrets have been deeply explored to show phenomenological epiphany and insight towards any phenomenon. Children's secrets, children's growing space and self-consciousness attract adults'attention. Understanding of contact can edify us to have pedagogical sensitivity and to form much healthier pedagogical relation.
Finally, Max van Manen also explores hermeneutical phenomenological writing. Research is writing, writing is method. Phenomenological reflection is mainly writing. Writing is the important part of doing phenomenology. Then, he studies writing phenomenology, describing what the real writing is. He calls it "writing in the dark". In recent four years, he has been interested in writing on line, especially the social networks and mobile technology has some impact on children's privacy, intimacy and secrets. He is worried technology tries to make everything public, which may cause the lack of depth in human nature. His discussion of writing on line phenomenology is unique and insightful.
现象学的方式关注直接的经历和体验,这也适用于现象学教育学家以及他们学术思想的研究。范梅南教授的思想和他本人生活的时代、经历是一体的。本文正是从这一角度展开研究的,感谢范梅南教授以多种方式给予宝贵的相关资料,包括他本人的详细回忆和直接阐述。基于这些珍贵的资料,形成本研究得以走进范梅南、具有范梅南学术思想历史的研究线索,并进一步组织成为本文的主要章节,这可以从“欧陆和北美教育学的桥梁”开始的五个章节中连续读到。
本文首先论及范梅南现象学教育学作为欧陆与北美教育学桥梁的意义。范梅南所沿用的解释学传统是北美所需要的。范梅南对于欧陆的人文科学学术传统研究甚深,在进行方法论的探索的同时,他把德国和荷兰的大量现象学教育学经典文献介绍到北美,为北美的学术注入了新鲜血液,用体验哲学弥补自然科学研究的不足和种种弊端。所以,我们说,范梅南架起了一座沟通欧陆和北美教育学的桥梁,他的现象学教育学研究丰富了北美的教育学研究,使现象学教育学在北美得到发展和超越。
做现象学表明了范梅南的实践取向和态度。传统的认识论特别强调方法,而现象学则强调直观、体验和对意义的在先把握。在方法论上,他继承的是欧陆解释学传统,从狄尔泰、胡塞尔、海德格尔到伽达默尔的实践哲学。在教育实践中收集研究资料,阐释生活体验的意义,形成反思后的理解和教育敏感。范梅南也讨论了现象学教育学的具体方法。范梅南方法论的讨论启发了我们,方法是需要境遇的生成与转换的。
范梅南的教师之教的教育学是以实践现象学和实践认识论为其哲学基础的。教师之教有教知识、教技能的可教性一面,也有不可教的形而上之道。范梅南喜欢用海德格尔的一句话：“教”乃“让-学习”。教师自己必须是优秀的学习者,才可能让学生自觉地学习和思想。在范梅南的教师之教的教育学中,他创造了两个独特的概念,教育智慧thoughtfulness和教学机智tact。教师要获得的不是一般的教育知识和理论,而是在体验和实践中获得的教育智慧,这是一种意识品质,理论自觉的意识品质。机智是教育智慧的自然外显,并不需要什么中介。智慧总是体知原初的意义。如教师“替代父母关系”,由“教”回归“育”的本源。牵手与引路的词源分析引出了教育爱、召唤和使命。智慧总要由反思达成新的理解。范梅南的教师之教的教育学特别强调“体知”,身体的感知和身体的表现。由感受之知形成许多身体知识和技能,在这里,多元智能、情商和玩商发挥着重要作用。波兰尼的“隐性知识”也有助于我们更好地理解范梅南的实践认识。
范梅南现象学教育学也有许多特色主题,如教学情调、希望、惊奇、认同、气氛、秘密等。尤其是儿童的秘密,他做了深入的探讨,体现了现象学对任何一个现象的深刻体悟和洞察。使儿童的秘密,儿童的成长空间,自我意识的形成引起了成年人的注意。还有对相遇主题的深刻理解,都可以教化我们形成教育的敏感,形成更加健康的教育关系。
最后,范梅南也探讨了解释现象学的写作,研究即写作,写作即方法。现象学反思以写作为主,写作是做现象学的重要组成部分。然后,他又研讨了写作现象学,对什么是真正的写作进行了现象学描述,他名之为“黑暗中的写作”。最近四五年,他又对在线写作产生了浓厚的兴趣,尤其是现代网络和移动技术对孩子的隐私、亲密和秘密的影响。他同样担心,技术试图使一切隐秘公开化,使人变得浅薄和平面化。他的关于在线写作现象学的讨论是独特的、新颖的和富有创见的。
Phenomenological pedagogy came into being with the impact of the phenomenological philosophy movement of the 20th century. In Max van Manen's academic experience and pedagogical thoughts, various influences of phenomenological philosophy can be seen here and there. Lived experience leads to the methodological issues of phenomenological pedagogy as well as the close relationship between this concept and Husserl's life world theory. The concept of pedagogical thoughtfulness leads to the issues of pedagogical ontology and its relationship to Heidegger's things of thinking. Pathic knowing leads to pedagogical issues of epistemology of practice and its relationship to Merleau-Ponty's body subject and embodiment. Responsibility leads to pedagogical issues of ethics and its relationship to Levinas' philosophy of Otherness. This dissertation conducted the research by establishing the relationship, attempting to present the philosophical origin of Max van Manen's phenomenological pedagogy.
Phenomenological method focuses on immediate experience, which is fit for the research on educators of phenomenological pedagogy and their academic thoughts. Max van Manen's thoughts, his experience and ages are integrated. From this perspective this dissertation conducted the research. We are grateful to Max van Manen for the valuable, relevant materials he gave me in many ways, including his own detailed recollection and direct interpretation. On the basis of these materials, the research is conducted to approach Max van Manen and to have the research clues of his history of academic thoughts. According to the clues we organize the chapters of this dissertation, which can be seen in the following chapters, starting from "the Bridge between European and North American Education".
First of all, this dissertation explores meanings of the bridge of Max van Manen's phenomenological pedagogy between European and North American education. North America needs the hermeneutical tradition that Max van Manen carries on. Max van Manen studied a lot about European academic tradition of human science. While exploring methodology, he introduced by translating a lot of classic literature of phenomenological pedagogy in Germany and Holland to North America, refreshing North American academy with new blood. The philosophy of experience makes up for the weak points natural science research has. Thus, Max van Manen built a bridge connecting European and North American education. His research on phenomenological pedagogy enriches educational research in North America with the development and transcendance of phenomenological pedagogy in North America.
Doing phenomenology indicates Max van Manen's practice orientation and attitude. The traditional epistemology stresses methods while phenomenology emphasizes intuition, experience and the grasping of meanings beforehand. Methodologically, he carries on the European tradition of Hermeneutics, from Dilthey, Husserl, Heidegger to Gadamer's philosophy of practice. In educational practice we gather research materials, interpreting meanings of lived experience, understanding after reflection and forming pedagogical sensitivity. Max van Manen explores the specific methods of phenomenological pedagogy. Max van Manen's discussion of methodology tells us methods should be created and transformed in situations.
Max van Manen's pedagogy of teachers'teaching is on the philosophical basis of phenomenology of practice and epistemology of practice. Teaching has the teachable side of teaching knowledge and technology as well as the unteachable side which is metaphysical. Max van Manen likes Heidegger's words "Teaching is to let learn". Teachers must be, first of all, excellent learners. Then, it's possible for students to willingly study and think. In Max van Manen's pedagogy of teaching, he created two unique concepts, thoughtfulness and tact. What teachers should obtain is not general educational knowledge and theory, but thoughtfulness obtained from experience and practice. This is the quality of consciousness, the consciousness of theory. Tact is the natural flow of pedagogical thoughtfulness without any media. Thoughtfulness is always the original meaning of embodied knowing, for instance, teachers' "loco parentis", going back to the origin of parenting from teaching. The etymological analysis of taking by hand and leading the way evokes pedagogical love, calling and mission. Thoughtfulness is always the new understanding after reflection. "embodied knowing" is emphasized in Max van Manen's pedagogy of teaching, the perception of body and embodiment. Pathic knowing forms body knowledge and skills. Here, multi-intelligence, emotional quotient and leisure quotient play the important role. Polanyi's "tacit knowledge" can help us better understand Max van Manen's epistemology of practice.
There are many unique themes in Max van Manen's phenomenological pedagogy, such as the tone of teaching, hope, recognition, atmosphere and secrets. Especially children's secrets have been deeply explored to show phenomenological epiphany and insight towards any phenomenon. Children's secrets, children's growing space and self-consciousness attract adults'attention. Understanding of contact can edify us to have pedagogical sensitivity and to form much healthier pedagogical relation.
Finally, Max van Manen also explores hermeneutical phenomenological writing. Research is writing, writing is method. Phenomenological reflection is mainly writing. Writing is the important part of doing phenomenology. Then, he studies writing phenomenology, describing what the real writing is. He calls it "writing in the dark". In recent four years, he has been interested in writing on line, especially the social networks and mobile technology has some impact on children's privacy, intimacy and secrets. He is worried technology tries to make everything public, which may cause the lack of depth in human nature. His discussion of writing on line phenomenology is unique and insightful.
引文
1倪梁康：《现象学及其效应——胡塞尔与当代德国哲学》,北京：三联书店,1994,P12。
2范梅南：《教学机智——教育智慧的意蕴》,李树英译.北京：教育科学出版社,2001,P4。
3海德格尔：《存在与时间》,陈嘉映、王庆节合译,北京：三联书店,2006,P49。
4海德格尔：《存在与时间》,陈嘉映、王庆竹合译,北京：三联书店,2006,P45。
5宁虹：《教师教育：教师专业意识品质的养成》[J],北京：教育研究,2009(7),P79。
6伽达默尔：《真理与方法》,洪汉鼎译,北京：商务印书馆,2007,P19。
7范梅南：《生活体验研究——人文科学视野中的教育学》,宋广文等译,北京：教育科学出版社,2003,P162。
8马丁·布伯：《我与你》,陈维纲译,北京：三联书店,2002。
9尤西林：《人文学科及其现代意义》,西安：陕西人民教育出版社,1996,P35。
10范梅南：《教学机智——教育智慧的意蕴》,李树英译,北京：教育科学出版社,2001,P1。
11波兰尼：《个人知识——迈向后批判哲学》,许泽民译,贵阳：贵州人民出版社,2000。
12倪梁康：《意识的向度》,北京：北京大学出版社,2007,P124-150。
13唐力权：《蘊徼论》,北京：中国社会科学出版社,2001。
14张再林：《作为“身体哲学”的中国古代哲学》[J],人文杂志,2005(2)：28。
15倪梁康：《胡塞尔现象学概念通释》,北京：三联书店,1999,P141。
16伽达默尔：《真理与方法》(上),洪汉鼎译,北京：商务印书馆,2007,P88-94。
17Kestenbaum, Victor (1977). The Phenomenological Sense of John Dewey:Habit and Meaning. Atlantic Highlands, New Jersey:Humanities Press.
18Loren S. Barritt, Ton Beekman, Hans Bleeker, Karel Mulderij. A Handbook for Phenomenological Research in Education. School of Education, The University of Michigan.1983, P1.
19感谢范梅南为我提供了关于他的生平资料。
20倪梁康：《意识的向度》,北京：北京大学出版社,2007,P2。
21海德格尔：《存在与时间》,陈嘉映、王庆节合议,北京：三联书店,2006,P21 3、
22胡塞尔：《现象学的观念》,倪梁康译,北京：人民出版社,2007,P22。
23胡塞尔：《欧洲科学的危机与超越论的现象学》,王炳文译,北京：商务印书馆,2001,P16。
24倪梁康：《现象学及其效应——胡塞尔与当代德国哲学》,北京：三联书店,1994,P131 132。
25胡塞尔：《现象学的观念》,倪梁康译,北京：人民出版社,2007,P7。
26胡塞尔：《现象学的现念》,倪梁康译,北京：人民出版社,2007,P34。
27Max van Manen. Can Teaching Be Taught? or Are Real Teachers Found or Made? Phenomenology+Peclagogy,Volume 9,1991.
28梅洛·庞蒂：《知觉现象学》,姜志辉译,北京：商务印书馆,2001,P511。
29冯晓虎：《论莱柯夫术语“Embodiment”译名》[J],同济大学学报(社会科学版),2010(1)。
30李恒威：《认知的具身化》[J],科学学研究,2006(2)。
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32孙庆斌：《勒维纳斯与他者伦理学》[J],北方论从,2001(5),P102。
33孙庆斌：《勒维纳斯与他者伦理学》[J].北方论丛,2004(5),P103。
34金牛：《勒维纳斯“他者”概念四释》[J],皖西学院学报,2009(6),P15-18。
35孙庆斌：《从本体论到伦理学——勒维纳斯他者伦理学对西方哲学的批判性变革》[J],求足学刊,2009(4)
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36范梅南：《生活体验研究——人文科学视野中的教育学》,宋广文译,北京：教育科学出版社,2003,P7-8。
37范梅南：《教学机智——教育智慧的意蕴》,李树英许,：北京：教育科学出版社,2001,P184-188。
38Van Mancn, M. (2003). The Other. In:Michael Lewis-Beck, Alan Bryman, and Tim Futing Liao (eds) Encyclopedia of Social Science Research Methods Oregon, OH:Sage Publications, Inc.
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40Max van Manon.The Tact of Teaching.The Althouse Press,Canada,1991.
41Max van Manon.Researching Lived Experience.The Althouse Press,Canada,1997.
42倪梁康：《意识的向度》,北京：北京大学出版社,2007,P8。
43 Max van Manen. A Historic Note on Phenomenology in Canada,Published in Encyclopaideia, revista di fenomenologia, pedagogia,formazione autumn 1999.
44参考了首都师范大学01级硕士研究生钟亚妮的毕业论文《现象学教育学研究的启示意义》,在此致谢。
45参考了首都师范大学03级硕士究生刘洁的毕业论文《现象学教育学——一种“新”的教育学的可能性》,中此致谢。
46Levering,Bas and Van Manen,Max. Phenomenological Anthropology in the Netherlands and Flanders.Phenomenology World-wide, Dordrecht:Kluwer Prcss,2002.
47Martinus Jan Langeveld. Reflection on Phenomenology and Pedagogy. Phenomenology+Pedagogy, Vol1,No1.
48派纳：《理解课程》(上),张华译,北京：教育科学出版社,2003,P423-468。
49胡塞尔：《欧洲利学危机与超越轮的现象学》,王炳文译,北京：商务印书馆,2001,P17。
50胡塞尔：《欧洲科学危机超越轮的现象学》,王炳文译,北京：商务印书馆,2001,P20。
51海德格尔：《存在与时间》,陈嘉映、王庆节译,北京：三联书店,1987,P15。
52洪汉鼎：《论释学——它的历史和当代发展》,北京：人民出版社,2001,P1。
53伽达默尔：《真理与方法》第2卷,J.C.B.Mohr(Panl Sicbcck)出版社,1986,P92。
54洪汉鼎：《诠释学——它的历史和当代发展》,北京：人民出版社,2001,P4。
55伽达默尔：《科学时代的理性》,The MIT Press, Cambridge, Massa-Chusehs London,1981,P111。
56洪汉鼎：《论释学——它的历史和当代发展》,北京：人民出版社,2001,P29。
57洪汉鼎：《诠释学——它的历史和当代发展》,北京：人民出版社,2001,P104。
58海德格尔：《存在与时间》,陈嘉映、王庆节合译,北京：三联书店,2006,P33。
59海德格尔：《存在与时间》,陈嘉映、王庆节合译,北京：三朕书店,2006,P34。
60海德格尔：《存在与时间》,陈嘉映、王庆结合译,北京：三联书店,2006,P38。
61海德格尔：《存在与时间》,陈嘉映译,北京：三联书店,2006,P32-46。
62范梅南：《生活体验研究——人文科学视野中的教育学》,宋广文译,北京：教育科学出版社,2003,P1。
63范梅南：《生活体验研究——人文科学视野中的教育学》,宋广文译,北京：教育科学出版社,P9。
64范梅南：《生活体验研究——人文科学视野中的教育学》,宋广文译,北京：教育科学出版社,P11。
65范梅南：《生活体验研究——人文科学视野中的教育学》,宋广文译,北京：教育利学出版社,P29。
66范梅楠：《生活体验研究——人文科学视野中的教育学》,宋广文译,北京：教育科学出版社,2003,P38,
67范梅南：《生活体验研究——人文科学视野中的教育学》,宋广文译,北京：教育¨学出版社,2003,P65-99。
68海德格尔：《存在与时间》,陈嘉映译,北京：三联书店,2006,P228。
69范梅南：《生活体验研究——人文科学视野中的教育学》,宋广文译,北京：教育科学出版社,2003,P92-93。
70范梅南：《生活体验研究——人文科学视野中的教育学》,宋广文译,北京：教育科学出版社,2003,P100 145。
71范梅南：《生活体验研究——人文科学视野中的教育学》,宋广文译,北京：教育科学出版社,2003,P146-150。
72范梅南：《生活体验研究——人文科学视野中的教育学》,宋广文译,北京：教育科学出版社,2003,P160。
73范梅南：《生活体验研究——人文科学视野中的教育学》,宋广文译,北京：教育科学出版社,2003,P216 224。
74Max van Manen.On the Epistemology of Reflective Practice. Teachers and Teaching:theory and practice (1995) Vol.1, No. 1, P33-50.
75尤西林：《人文学科及其现代意义》,西安：陕西人民教育出版社.1996,P132。
76尤西林：《人文学科及其现代意义》,西安：陕西西人民教育出版社,1996,P126,127,128。
77Max van Manen.On the Epistemology of Reflective Practice. Teachers and Teaching:theory and practice (1995) Vol.1,No.1, (p.33-50).
78Max van Manen.The Pathic Principle of Pedagogical Language. Teaching and Teacher Education 18 (2002)215-224.
79吴式颖《外国教育史教程》,北京：人民教育出版社,1999,P326。
80宋元人注《四书五经》(上),北京：中国书店,1985,P1。
81宋元人注《四书五经》(上),北京：中国书店,1985,P61。
82《海德格尔选集》(上、下),孙周兴选编,上海：三联书店,1996,P1217。
83Max van Manen. The Tact of Teaching:The Meaning of Pedagogical Thought fulness. The Althouse Press, Canada,1991.
84Loren S. Barritt, Ton Beekman, Hans Bleeker, Karel Mulderij.A Handbook for Phenomenological Research in Education.School of Education, The University of Michigan.1983, P1.
85范梅南：《教学机智——教育智慧的意蕴》.李树英译,北京：教育科学出版,2001,P7。
86范梅南：《教学机智——教育智慧的意蕴》,李树英译,北京：教育科学出版社,2001,P42-43。
87范梅南：《教学机智——教育智慧的意蕴》,李树英译,北京：教育科学出版社,2001,P51。
88范梅南：《教学机智——教育智慧的意蕴》,李树英译,北京：教育科学出版社,2001,P88。
89弗洛姆：《爱的艺术》,萨茹菲译,北京：光明日报出版社,2006,P3。
90Martin Buber(1970).Voordrachten over de opvoeding.Utrecht:Aula,p29.
91(?).Nohl(1970).Die Padagogische Be(?)egung in Deutschland und ihre Theorie.Frankfurt am Main: Schulte Bulmke,p132.
91范梅南：《教学机智——教育智慧的意蕴》,李树英译.北京：教育科学出版社,2001,P104。
93范梅南：《教学机智——教育智慧的意蕴》,李树英译,北京：教育科学出版社,2001,P115-130。
94范梅南：《教学机智——教育智慧的意蕴》,李树英译,北京：教育科学出版社,2001,P135-153。
95范梅南：《教学机列——教育智慧的意蕴》,李树英译,北京：教育科学出版社,2001,P161。
96范梅南：《教学机智——教育智慧的意蕴》,李树英译,北京：教育科学出版社,2001,P166。
97范梅南：《教学机智——教育智慧的意蕴》,李树英译,北京：教育科：学出版社,2001,P167-168。
98范梅南：《教学机智——教育智慧的意蕴》,李树英译,北京：教育科学出版社,2001,P169。
99 William James(1962).Talks to teachers on psychology.New York:Dover Publication,P29.
100范梅南：《教学机智——教育钾慧的意蕴》,李附英译,北京：教育科学出版社,2001,P173。
101范梅南：《教学机智——教育智慧的意蕴》,李树英译,北京：教育科学出版社,2001,P176。
102黑柳彻子：《窗边的小豆豆》,赵玉皎译,海口：南海出版公司,2003,P96-99。
103Emmanuel Levinas(1969).Totality and Infinity Pittsburgh:Duquesne University Press.
104范梅南：《教学机智——教育智慧的意蕴》,李树英译,北京：教育利学出版社,2001,P198。
105范梅南：《教学机智——教育智慧的意蕴》,李树英译,北京：教育科学出版社,2001,P204。
106范梅南：《教学机智——教育智慧的意蕴》,李树英译,北京：教育科学出版社,2001,P229。
107范梅南：《教学机智——教育智慧的意蕴》,李附英译,北京：教育科学出版社,2001,P233。
108Max van Manen.The Pathic Principle of Pedagogical Language. Teaching and Teacher Education 18(2002)215-224.
109 Max van Manen.The Pathic Principle of Pedagogical Language. Teaching and Teacher Education 18(2002)215-224.
110范梅南：《教学机智——教育智慧的意蕴》,李树英译,北京：教育科学出版社：,2001,P272-273。
111Polanyi,M.,The Study of Man,London:Rout ledge&Kegan Paul,c1957,P12.
112Polanyi,M.,The Ta(.it Dimension,London:Rout ledge&Kegan Paul,c1966,P4.
114范梅南：《教学机智》,李树英译,北京：教育科学出版社,2001年,P174。
116Max van Manen.The Tone of Teaching.The Althouse Press,Canada,2003,P4.
117Max van Manen. The Tone of Teaching.The Althouse Press, Canada,2003, P8.
118Max van Manen. The Tone of Teaching.The Althouse Press, Canada,2003, P11.
119Max van Manen. The Tone of Teaching. The Althouse Press, Canada,2003, P20.
120Max van Manen. The Tone of Teaching.The Althouse Press, Canada,2003, P22.
121Max van Manen.The Tone of Teaching.The Althouse Press,Canada,2003,P25.
122Max van Manen.The Tone of Teaching.The Althouse Press,Canada,2003,P32-33.
123Max van Manen.The Tone of Teaching.The Althouse Press,Canada,2003,P52.
124Max van Manen. The Tone of Teaching.The Althouse Press, Canada,2003, P68-69.
125博尔诺夫：《教育人类学》,李其龙译.上海：华东师范大学出版社,1999,P41-49。
126本章故事引自范梅南专著《儿童的秘密》,在此致谢。
127金生鈜：《规训与教化》,北京：教育科学版社,2004,P4。
128王海英：《走近儿童的秘密》,当代教育科学,2005(21)。
129范梅南：《儿童的秘密》,陈慧黠译,北京：教育科学出版社,2001-1,P193。
130Martinus J.Langeveld.How does the Child Experience the World of Things? Penomenology+Pedagogy,A human Science Journal Volume2,P215.
131Martinus Jan Langeveld. How Does the Child Experience the World of Things? Phenomenology+Pedagogy Vol2, No3.
132范梅南：《儿童的秘密》,陈慧黠译,北京：教育科学出版社.2004,P13 15。
134范梅南：《生活体验研究——人文科学视野中的教育学》,宋广文译,北京：教育科学出版社：,2003,P157。
135范梅南：《生活体验研究——人文科学视野中的教育学》,宋广文译,北京：教育科学出版社,2003,P160。
135范梅南：《生活体验研究——人文科学视野中的教育学》,宋广文译,北京：教育科学出版社,2003,P165。
136范梅南：《生活体验研究——人文科学视野中的教育学》,宋广文译,北京：教育科学出版社,2003,P168-169。
137范梅南：《生活体验研究——人文科学视野中的教育学》,宋广文译,北京：教育科学出版社,2003,P175。
138Max van Manen. Writing in the Dark. The Althouse Press, Canada,2002, P2, P239-240.
139Max van Manen. Writing in the Dark. The Althouse Press, Canada,2002, P2-3
140Max van Manen. Writing in the Dark. The Althouse Press, Canada,2002, P240-241.
141Max van Manen.Writing in the Dark. The Althouse Press, Canada,2002, P3-4.
142Max van Manen.Writing in the Dark. The Althouse Press, Canada,2002, P4-5.
143Max van Manen.Writing in the Dark. The Althouse Press, Canada,2002, P242-243.
144Max van Manen. Writing in the Dark. The Althouse Press, Canada,2002, P246.
145Max van Manen. Writing in the Dark. The Althouse Press, Canada,2002, P8-9.
146The Phenomenology of Space In Writing Online. Max van Mancn&Catherine Adams(2009), Educational Philosophy and Theory. Blackwell Publishing, Vol.41,No.1.
147Embodiment. Virtual Space, Temporality and Interpersonal Relations in Online Writing. By Catherine Adams and Max van Manen. College Quarterly Fall 2006-Volume 9 Number 4.
148The Pedagogy of Relation in Online Writing. Max vanManen & Catherine Adams.The Sixth Annual Hawaii International Conference on EducationHonolulu, January 5-8,2008.
149On the Pedagogy of Secrecy, the Hidden, and Momus Technologies Presented at the Einstein Forum The Hidden, Cultural and Political Implications of Secrecy Potsdam, Germany, June 12-14,2008.
150The Pedagogy of Momus Technologies:Facebook,Privacy and Onlinentimacy.QualHealthResOnlineFirst,published on March 24,2010.
151 On the Pedagogy of Secrecy, the Hidden, and Momus Technologies Presented at the Einstein Forum The Hidden, Cultural and Political Implications of Secrecy Potsdam, Germany, June 12-14,2008.
152胡萨、宁虹：《做正确的事：U时代教师专业发展理念——教师发展学校走进U时代》,《中国教师》2009(4)。
153范梅南演讲：《相遇教育学》The Pedagogy of Contact. Hong Kong/Beijing, Nov 2008。
154古希腊指实现论或完善论的幸福观,德性教化的幸福观,与享乐主义或快乐主义幸福观相对立。
1.《教学机智——教育智慧的意蕴》,李树英译,北京：教育科学出版社,2001。
2.《生活体验研究——人文科学视野中的教育学》,宋广文等译,北京：教育科学出版社,2003。
3.《儿童的秘密——秘密、隐私和自我的重新认识》,陈慧黠、曹赛先译,北京：教育科学出版社,2004。
4.《教学情调：教育学的语言》The Tone of Teaching, The Althouse Press,2002。
5.《黑暗中的写作》Writing In The Dark, The Althouse Press,2002。
1..《实践之实践》The Practice of Practice, In:Lange, Manfred; Olson, John; Hansen, Henning&Bunder, Wolfgang (eds.). Changing Schools/Changing Practice: Perspectves on Educational Reform and Teacher Professionalism. Luvain, Belgium: Garant.
2.《质性写作,或写作的要求》Writing Qualitatively, or the Demands of Writing. Qualitative Health Research, Vol.16 No.5,May 2006.
3.《技术教育学》The Pedagogy of Momus Technologies. Presented at the Einstein Forum The Hidden, Cultural and Political Implications of Secrecy. Potsdam, Germany, Junel2-14,2008.
4.《网上写作空间现象学》The Phenomenology of Space In Writing Online. Max van Manen&Catherine Adams(2009), Educational Philosophy and Theory. Blackwell Publishing, Vol.41,No.1.
5.《教育敏感性和教师行动中的实践之知》Pedagogical Sensitivity and Teachers Practical Knowing-in-Action. Peking University Education Review.
6.《教学中的教育、美德和叙事认同》Pedagogy, Virtue and Narrative Identity in Teaching.1994 by The Ontario Institute for Studies in Education. Curriculum Inquiry24:2 (1994).
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8.《作为忧虑的关心,或别忧虑,高兴一些》Care-as-Worry, or "Don't Worry, Be Happy". Qualitative Health Research, Vol.12No.2, February 2002 264-280.
9.《关于反思性实践的认识论》On the Epistemology of Reflective Practice. Teachers and Teaching:theory and practice(1995)Vol.1,No1,(p.33-50).
10.《反思性和教育的时机》Reflectivity and the Pedagogical Moment:the Practical-ethical nature of pedagogical thinking and Acting. In:Ian Westbury and Geoff Milbum(editors). Rethinking Schooling. London:Routledge(2007).
11.《网络写作的具身化,虚拟空间,时间性和人际关系》Embodiment, Virtual Space, Temporality and Interpersonal Relations in Online Writing. By Catherine Adams and Max van Manen. College Quarterly Fall 2006-Volume 9 Number 4.
12. 《通过写作理解学生的体验》Understanding Student Experiences through Processes of Writing. UPDP Newsletter. Issue 14,October2002 Faculty of Education. The University of Hong Kong (p.2-8).
13.《从意义到方法》From Meaning to Method. Qualitative Health Research, Vol.3, August1997 345-367.
14.《教育学的语言和学生体验的首要性》The Language of Pedagogy and the Primacy of Student Experience.
15.《研究和理解学生体验》Researching and Understanding Student Experience.
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18.《实践现象学》Phenomenology of Practice. Phenomenology&Practice, Volume 1(2007), No.1,p.11-30.
19.《关于觉察孩子的教育学》On the Pedagogy of perceiving Childhood. Originally published as:"Naming Childhood:No Order and No End"(2002) In:Danial J.Martino (ed.) The Phenomenology of Childhood Pittsburh:Simon Silverman Phenomenology Centre, Duquesne University.p.14-38.
20.《教育语言的感受性原则》The Pathic Principle of Pedagogical Language. Teaching and Teacher Education 18 (2002)215-224.
21.《询问和护理的感受性本性》The Pathic Nature of Inquiry and Nursing. In: MadJar, Irena and Walton, Jo(editors). Nursing and the Experience of Illness: Phenomenology in Practice. London:Routledge.p.17-35.
22.《教学能教吗?或真正的教师是被发现的还是被培养的》Can Teaching Be Taught?or Are Real Teachers Found or Made? Phenomenology+Pedagogy,Volume 9 1991.
23. 《朝向受制于他人的话语》Toward a Discourse of Heteronomy Phenomenology+Pedagogy volume 10 1992.
24.《我们需要展示人文科学实践如何是一种教育关系》We Need to Show How Our Human Science Practice is a Relation of Pedagogy Phenomenology+Pedagogy,Vol.4,No.3.
25.《小说的现象学,或小说如何教化我们》Phenomenology of the Novel, or How Do Novels Teach? Phenomenology+Pedagogy, Vol.3,No 3.
26.《练习现象学的写作》Practicing Phenomenological Writing. Phenomenology+Pedagogy, Vol.2, Nol 1984.
27.《关于教育学的希望》On Pedagogic Hope. Phenomenology+Pedagogy, Vol.1, No.2 1983.
28.《现象学教育学期刊征稿》Invitation to Phenomenology+Pedagogy. Phenomenology+Pedagogy, Vol.1, No.1 1983.
29.《轶事》By the Light of Anecdote. Phenomenology+Pedagogy, Vol.7.
1.《教育观察的现象学》The Phenomenology of Pedagogic Observation. The Canadian Journal for Studies in Education.1979, Vol.4, No.1. p.5-16.
2.《适合教学》Van Manen, M. (1996) Fit for Teaching. In Hare, William and John P. Portelli (eds.) Philosophy of Education:Introductory Readings.2nd. edition. Calgary:Detselig. p.29-51.
3.《反思性与教育时机：教育思与行的规范性》Van Manen, M. (1992) Reflectivity and the Pedagogical Moment:The Normativity of Pedagogical Thinking and Acting. Journal of Curriculum Studies. Vol.23, No.6. (p. 507-536).
4.《教育政治学?政治教育学?》Van Manen, M. (1995). Pedagogical Politics?Political Pedagogy? In:Miedema, S.; G. Biestma; B. Boog; A. Smaling; W. Wardekker; B. Levering (eds.) The Politics of Human Science:Human Science at the Intersection of Politics, Education, Social Change and Political Decision Making. Brussels:VUB Press/Concord, Massachusetts:Paul & Company. (p.51-78).
5.《教化理论：为了善》Edifying Theory:Serving the Good.(Cited Information: Theory Into Practice, Volume XXI, Number 1,1982)1
6.《关于教学机智》On the Tact of Teaching. From:CACS/ACEC NEWSLETTER/BULLETIN.October 1988, p.2-9.
7.《作为方法的教育文本：作为写作的现象学研究》Pedagogical Text as Method: Phenomenological Research as Writing Saybrook Review, Vol.7, No.2. Summer, 1989. pp.23-45.
8. 《前言》Van Manen, M. (1989). Preface. In Bergum, Vangie Woman to Mother:A Transformation. Granby, Mass:Bergin & Garvey Press.
9.《人文科学教育学的浪漫主义根源》Van Manen, M.(1989). "Romantic Roots of Human Sciencein Education." In John Willinsky (ed.),TheEducational Legacy of Romanticism. Kingston:Wilfrid Laurier University Press.
10.《超越假设：转换行动研究的界限》Van Manen, M. (1990,Beyond Assumptions:Shifting the Limits of Action Research.Theory Into Practice. Vol. XXIX, No.3, Summer,1990.
11.《儿童阅读》Van Manen, M. (1991). "A Childhood Reading." In George Willis and William H. Schubert (eds.) Reflections from the Heart of Educational Inquiry:Understanding Curriculum and Teaching through the Arts. Albanany, N.Y.:SUNY Press. (p.293-300).
12.《孩子教我们什么》Van Manen, M. (1993). "Pedagogisk Takt--kva barn kan laera oss," [What Children Can Teach Us] Barnehagefolk, Alnabru, Oslo, Vol.2. (p.26-33).
13.《科学的痛苦》Van Manen, M. (1994). "The Pain of Science:Rejoining Fenstermacher's Response," Curriculum Inquiry, Summer 1994, Vol.4, No.2. (p. 221-227).
14.《反思性实践的认识论》On the Epistemology of Reflective Practice. Teachers and Teaching:theory and practice (1995) Vol.1, No.1, (p.33-50).
15.《灵智的和感受性的手》Van Manen, Max. (1996). The Gnostic and the Pathic Hand. In Kretlow, Fran (ed.). Asia-Pacific Human Science Research Conference. Monash University (Victoria, Australia). (December,1995).
16.《现象学教育学和意义问题》Phenomenological Pedagogy and the Question of Meaning. In:D. Vandenberg (ed.) Phenomenology and Educational Discourse. (1996) Durban:Heinemann Higher and Further Education. p.39-64.
17.《教的召唤》The Call to Teach by David T. Hansen New York:Teachers College Press,1995, ⅹⅰ+174 pages. ISBN 08077-3468-3 (pbk.) REVIEWED BY MAX VAN MANEN, UNIVERSITY OF ALBERTA.
18. 《在疾病和健康的状态中的身体体验模态》Van Manen, M. (1998) "Modalities of body experience in illness and health," Qualitative Health Research: An International. Interdisciplinary Journal. Sage Periodicals PressVol 8, No.1, pp. 7-24.
19.《教师实践中的知识、反思和复杂性》Van Manen, M. (1999) Knowledge, Reflection and Complexity in Teacher Practice. In:Lange, Manfred; Olson, John; Hansen, Henning & Bunder, Wolfgang (eds.). Changing Schools/Changing Practices:Perspectives on Educational Reform and Teacher Professionalism. (pp.65-76) Luvain, Belgium:Garant. ISBN: 90-5350-892-9.
20.《终生成就奖获奖演说》Lifetime Achievement Acceptance remarks by Max van Manen. Newsletter American Educational Research Association Division B:Curriculum Studies Fall,2000.
21.《道德语言和教育体验》Van Manen, M. (2000). Moral language and pedagogical experience. The Journal of Curriculum Studies. Vol.32, No.2.
22.《专业实践和‘做现象学’》Van Manen, Max (2001) Professional Practice and 'Doing Phenomenology' In S. Kay Toombs (editor) Handbook of Phenomenology and Medicine (Philosophy and Medicine Series)Dordrecht:Kluwer Press. pp. 457-474.ISBN Hardback:1-4020-0151-7, Paperback:1-4020-0200-9.
23.《跨学科性和新的知识生产》Transdisciplinarity and the New Production of Knowledge. NEW PRODUCTION OF KNOWLEDGEQUALITATIVE HEALTH RESEARCH/November 2001.
24.《教育学和哲学的关系》On the Relation between Pedagogy and Philosophy. The Far Western Philosophy of Education Society Conference.University of Hawaii, Manoa January 15-18th,2003.
25.《从记忆减退到回忆：‘做’现象学和写作的要求》From Hypomnesis to Anamnesis "Doing" Phenomenology and the Demands of Writing. Draft paper Seminar Presentation:Auckland University of Technology Auckland, New Zealand, October 9,2003.
26.《教育学的意义和与课程、教学的关系》On the Meaning of Pedagogy and its Relation to Curriculum and Teaching. To be published in:David Scott (ed.)Curriculum Studies:A Major Work London:Routledge (2003).
27.《生活体验》Van Manen, M. (2003). Lived Experience. In:Michael Lewis-Beck, Alan Bryman, and Tim Futing Liao (eds) Encyclopedia of Social Science Research Methods Oregon, OH:Sage Publications, Inc.
28.《他者》《Van Manen, M. (2003). The Other. In:Michael Lewis-Beck Alan Bryman, and Tim Futing Liao (eds) Encyclopedia of Social Science Research Methods Oregon, OH:Sage Publications, Inc.
29.《现象学：传统中的传统》Phenomenology:a Tradition of Traditions. (published in Dutch)Van Manen, M. (2005). Fenomenologie:een kwalitatieve veelstromige stroming. Utrecht:KWALON.
30.《论儿童教育学》On the Pedagogy of Childhood. Originally published as:Max van Manen (2002)"Naming Childhood:No Order and No End"In: Daniel J. Martino (ed.) The Phenomenology of Childhood Pittsburgh: Simon Silverman Phenomenology Center, Duquesne University. p.14-38.
31.《相遇教育学》The Pedagogy of Contact. Hong Kong/Beijing, Nov 2008
32.《网上写作的关系教育学》The Pedagogy of Relation in Online Writing. Max vanManen & Catherine Adams. The Sixth Annual Hawaii International Conference on EducationHonolulu, January 5-8,2008
33.《教育学的敏感性和教师实践中的行动之知》Pedagogical Sensitivity and Teachers Practical Knowing-in-Action. Peking. University Education Review (2008)also published as:On the Epistemology of Reflective Practice Teachers and Teaching:theory and practice (1995)Vol.1, No.1, (p.33-50).
34.《教育学的意义和教育话语》《Max van Manen (2008)On the Meaning of Pedagogy and Educational Discourse. In:Ding Gang Lectures by International Well-known Scholars (Ⅰ)China Higher Education Press.
35.关于秘密、隐藏的教育学和技术》On the Pedagogy of Secrecy, the Hidden, and Momus Technologies Presented at the Einstein Forum The Hidden, Cultural and Political Implications of Secrecy Potsdam, Germany, June 12-14,2008.
36.《质性研究：现象学》Van Manen, M.& Adams, C. (2010). Qualitative Research:Phenomenology. In:Eva Baker, Penelope Peterson and Barry McGaw, (eds.) International Encyclopedia of Education. Elsevier.
37.《网络写作空问的现象学》The Phenomenology of Space in Writing Online Educational Philosophy and Theory, Vol.41, No.1,2009doi: 10.1111/j.1469-5812.2008.00480.x
38.《现象学研究》Phenomenological Research. Max van Manen & Cathy Adams Forthcoming 2010:Sage Encyclopedia of Curriculum Studies
39.《技术教育学》The Pedagogy of Momus Technologies:Facebook, Privacy and Onlinentimacy.QualHealthResOnlineFirst,published on March 24,2010 as doi:10.1177/1049732310364990
40.《道德价值观和学校的教育任务》Moral Values and the Question of the Pedagogical task of the School:Some North American Considerations. Van Manen, M. (1998). Morele waarden en het vraagstuk van de pedagogische opdracht vanuit een Noord-Amerikaans perspectief.In:De Bekker-Ketelaars, Nolleke; Miedema, Siebren; Wardekker, Wim (editors). Vormende lerarenopleidingen. Utrecht:SWP. p.22-35.
41.《现象学教育学》Phenomenological Pedagogy.1982 by the Ontario Institute for Studies in Education. Published by John Wiley&Sons,Inc.Curriculum Inquiry 12:3(1982).
1. Martinus Jan Langeveld. Reflection on Phenomenology and Pedagogy. Phenomenology+Pedagogy, Vol1,No1.
2. Martinus Jan Langeveld.The Stillness of the Secret Place. Phenomenology+Pedagogy, Vol1,No1.
3. Ton Beekman. Human Science as a Dialogue with Children. Phenomenology+Pedagogy, Vol1,No1.
4. Ton Beekman. Book Review. The Erosion of Childhood, by Valerie Polakow Suransky Reviewed by Ton Beekman. Phenomenology+Pedagogy, Vol1,No1.
5. Martinus Jan Langeveld. The Secret Place in the Life of the Child. Phenomenology+Pedagogy, Vol1,No2.
6. Ton Beekman. Book Review. Interpretive Human Studies, An Introduction to Phenomenological Research, Edited by Vivian Dorroch and Ronald J.Silvers Reviewed by Ton Beekman. Phenomenology+Pedagogy, Vol1,No2.
7. Lennart Vriens. Project. Peace Education and Children's Experiences. Phenomenology+Pedagogy, Vol1,No3.
8. Ien Dienske. Project. Self-Understanding in the Lives of Women. Phenomenology+Pedagogy, Vol 1,No3.
9. Loren Barritt, Ton Beekman, Hans Bleeker and Karel Mulderij. Analyzing Phenomenological Descriptions. Phenomenology+Pedagogy, Vol2, No1.
10. Marjan Margaddant-van Arcken. Research in Progress. "there is a real dog in the classroom":The Relationship Between Young Children and Animals. Phenomenology+Pedagogy,Vol2, No2.
11. Martinus Jan Langeveld. How Does the Child Experience the World of Things? Vol2, No3.
12.兰格威尔德和比克曼的学生,主要研究女性问题和小说的现象学分析Ien Dienske. Beyond Words:On the Experience of the Ineffable. Phenomenology+Pedagogy,Vol3, No1.
13. Hans Bleeker, Bas Levering and Karel Mulderij. Introduction:On the Beginning of Qualitative Research in Pedagogy in the Netherlands. Phenomenology+Pedagogy,Vol4, No3.
14. Martinus Jan Langeveld. What is the Meaning of Being and Having a Father? Phenomenology+Pedagogy, Vol5, No1.
15. Federik J.J.Buytendijk. The First Smile of the Child. Phenomenology+Pedagogy, Vol6, No1.
16. Marjan Margadant-van Arcken. Nature Experience of 8-to-12-Old Children. Phenomenology+Pedagogy, Vol8.
17. Bas Levering. Phenomenology as Impressionism. Phenomenology+Pedagogy, Vol8,No1-3.
18. Ton Beekman. Values in Education and the Science of Education:A Plea for a Challenging Pedagogy by Bas Levering Reviewed by Ton Beekman..
19. Hans Bleeker. The Experience of Motor Disability. Phenomenology+Pedagogy, Vol10, No1-3.
20. Bas Levering. The Language of Disappointment:On the Language Analysis of Feeling Words. Phenomenology+Pedagogy, Vol10, No1-3.
1. Max van Manen. Editorial. Invitation to Phenomonology+Pedagogy. Phenomenology+Pedagogy, Vol1, No1.
2. David GSmith. Learning to Live in the Home of Language:Hearing the Pedagogic Voice as Poetic. Phenomenology+Pedagogy, Vol1, No1.
3. David Dillon. The Encounter Between Reader and Text, by Margaret Hansberger Reviewed by David Dillon. Phenomenology+Pedagogy, Vol1, No1.
4. Wilfried H.O.Schmidt. Piaget and the Egocentric Tradition. Phenomenology+Pedagogy, Vol1, No2.
5. Max van Manen. Those that understand him, smil'd at one another and shooke their heads:but for mine own part, it was Greeke to me. Phenomenology+Pedagogy, Vol1,No3.
6. Max van Manen. Practicing Phenomenological Writing. Phenomenology+Pedagogy, Vol2, No1.
7. Bill Rollans. Project. Living the Experience of Old Age Forgetfulness with People for Whom We Care. Phenomenology+Pedagogy, Vol2, No2.
8. Heather Devine. Project. The Workout:The Phenomenology of Training. Phenomenology+Pedagogy, Vol2, No2.
9. Vangie Kelpin. Project. Birthing Pain. Phenomenology+Pedagogy, Vol2, No2.
10. Carol Olson. Re-searching Unique Experience for Our Experience: Kierkegaard's Question and Method. Phenomenology+Pedagogy, Vol2, No3.
11. Marie Laing.Project. Naming Our Child. Phenomenology+Pedagogy, Vol2, No3.
12. Verna Brophy. Project. Stepmothering. Phenomenology+Pedagogy, Vol2, No3.
13. Don McEachern. Project. On the Phenomenology of Writing. Phenomenology+Pedagogy, Vol2, No3.
14. David G.Smith. Project. Living with Children. Phenomenology+Pedagogy, Vol2, No3.
15. Rod Evans. Authority in Educational Administration. Phenomenology+Pedagogy, Vol3, No2.
16. Mikio Fujita. Project. Modes of Waiting. Phenomenology+Pedagogy, Vol3, No2.
17. Olive Yonge. Project. The Experience of Giving Constant Care to a Psychiatric Patient. Phenomenology+Pedagogy, Vol3, No2.
18. Eamonn Callan. Book Review. Human Rights in Education Reviewed by Eamonn Callan. Phenomenology+Pedagogy, Vol3, No2.
19. W.H.Schmidt. Dialogue with a Human Scientist:William Stern (1871-1938). Phenomenology+Pedagogy, Vol3, No3.
20. Max van Manen. Phenomenology of the Novel, or How do Novels Teach? Phenomenology+Pedagogy, Vol3, No3.
21. Chizuko Maeda. Falling asleep. Phenomenology+Pedagogy, Vol4, No1.
22. Robert Burch. Confronting Technophobia:A Topology. Phenomenology+Pedagogy, Vol4, No2.
23. Sandra J.Weber. The Nature of Interviewing. Phenomenology+Pedagogy, Vol4, No2.
24. Terrance R.Carson. Closing the Gap Between Research and Practice: Conversation as a Mode of Doing Research. Phenomenology+Pedagogy, Vol4, No2.
25. Max van Manen. We need to show Our Human Science Practice is a Relation of Pedagogy. Phenomenology+Pedagogy, Vol4, No2.
26. Stephen J.Smith. Project. Seeking a Risk. Phenomenology+Pedagogy, Vol5, No1.
27. Maureen Connolly. Project. The Experience of Living With an Absent Child. Phenomenology+Pedagogy, Vol5, No2.
28. Suzanne Schulz. Dialogue. What is the Meaning of Becoming a Parent? From Langeveld to the Good Parent. Phenomenology+Pedagogy, Vol5, No2.
29. Stephen J.Smith. Book Review. Researching Educational Practice Reviewed by Stephen J.Smith. Phenomenology+Pedagogy, Vol5, No2.
30. Mamie Robb. Project. Deciding to have a Child:A Woman's Perspective. Phenomenology+Pedagogy, Vol6, No1.
31. Dave E.Redekopp. Project. Did you know That...? Phenomenology+Pedagogy, Vol6, No1.
32. Janis Blakey. Dissertation Review. Storying:The Child's Articulation of Experience Through Imagination Reviewed by Janis Blakey. Phenomenology+Pedagogy, Vol6, No1.
33. David G.Smith. Dissertation Review. Young Children's Thinking:An Interpretation from Phenomenology Reviewed by David GSmith. Phenomenology+Pedagogy, Vol6, No2.
34.Jan Jagodzinski. Reawakening Aesthetic Insight. Phenomenology+Pedagogy, Vol6,No3.
35. Robert Burch. On Phenomenology and its Practice. Phenomenology+Pedagogy, Vol7,No1-3.
36. Max van Manen. By the Light of Anecdote. Phenomenology+Pedagogy, Vol7, No1-3.
37. Wytze Brouwer. Pedagogy Between Fear and Peace by Lennart Vriens Reviewed by Wytze Brouwer. Phenomenology+Pedagogy, Vol7, No1-3.
38. Vangie Bergum. Abortion Revisited:Toward an Understanding of the Nature of the Woman-Fetus Relationship. Phenomenology+Pedagogy, Vol8, No1-3.
39. Robert Burch. Methodology. Phenomenology, Lived Experience:Taking a Measure of the Topic. Phenomenology+Pedagogy, Vol8, No1-3.
40. Anne Winning. Project. Homesickness. Phenomenology+Pedagogy, Vol8, No1-3
41. Raymond A.Morrow. Special Section. The Crisis of Historical Materialism and Phenomenology. Phenomenology+Pedagogy, Vol8, No1-3.
42. Jane Hewes. Dissertation Review. The Pedagogy of Risk and the Playground by Stephen Smith Reviewed by Jane Hewes. Phenomenology+Pedagogy, Vol8, No1-3.
43. Erwin Miklos. Dissertation Review. Ministrative Insight:Educational Administration as Pedagogic Practice by Philip Rodney Evans Reviewed by Erwin Miklos. Phenomenology+Pedagogy, Vol8, No1-3.
44. Ted T.Aoki. Five Curriculum Memos and a Note For the Next Half-Century. Phenomenology+Pedagogy, Vol9, No1-3.
45. Robert Burch. Phenomenology and Human Science Reconsidered. Phenomenology+Pedagogy, Vol9, No1-3.
46. D.Jean Clandinin. Learning to Live New Stories of Practice:Restorying Teacher Education. Phenomenology+Pedagogy, Vol9, No1-3.
47. Jan Jagodzinski. The Poetics of Green Esthetics:Situating Green Criticism in the Postmodern Condition. Phenomenology+Pedagogy, Vol9, No1-3.
48. Anne Winning. The Speaking of Home. Phenomenology+Pedagogy, Vol9, No1-3.
49.Max van Manen. Can Teaching Be Taught? Or Are Real Teachers Found or Made? Phenomenology+Pedagogy, Vol9, No1-3.
50. Robert Burch. Dialogue. Ambiguity of Phenomenological Method?A Reply to John Osborne. Phenomenology+Pedagogy, Vol9, No1-3.
51. Karen Reynolds. The Lure of the Loom. Phenomenology+Pedagogy, Vol9, No1-3.
52. Vangie Bergum. Beyond Rights:The Ethical Challenge. Phenomenology+Pedagogy, Vol10, No1-3.
53. Peggy Ann Howard. Project. " The Look" in Teacher Performance Evaluation. Phenomenology+Pedagogy, Vol10, No1-3.
54. Roberta J.Hewat. Project. Living with an Incessantly Crying Infant. Phenomenology+Pedagogy, Vol10, No1-3.
55. Brenda Cameron. Project The Nursing " How are you?" Phenomenology+Pedagogy, Vol10, No1-3.
56. Aprile Flickinger. Project. Therapeutic Listening. Phenomenology+Pedagogy, Vol10, No1-3.
57. Rose Montgomery-Whicher. Project. Drawing from Observation. Phenomenology+Pedagogy, Vol10, No1-3.
58. Max van Manen. Symposium. Toward a Discourse of Heteronomy. Phenomenology+Pedagogy, Vol10, No1-3.
1.宁虹、钟亚妮《现象学教育学探析》,教育研究,2002.8。
2.宁虹《教师成为研究者的现象学意识》,教育研究,2003.11。
3.宁虹、胡萨《教育理论与实践的本然统一》,教育研究,2006.5。
4.宁虹《教育的实践哲学——现象学教育学理论建构的一个探索》,教育研究,2007.7。
5.蔡春《现象学精神及其教育学意蕴》,教育研究,2009.8。
6.朱晓宏《爱、同情与学校德育：基于舍勒的价值现象学理论》,教育学报,2008.2。
7.朱晓宏《重新理解教师之爱——基于舍勒的情感现象学视域》,教育研究,2009.11。
8.朱光明《范梅南现象学教育学思想探析》,比较教育研究,2005.4。
9.朱光明、陈向明《教育叙述研究与现象学研究之比较——以康纳利的叙述探究与范梅南现象学研究为例》,北京大学教育评论,2008.1。
10.朱光明《透视教育现象学——论教育现象学研究中的三个基本问题》,外国教育研究,2007.11。
11.田友谊《教育研究：走向生活体验——马克斯.范梅南教育学研究方法论探微》,比较教育研究,2005.11。
12.金美福.《生活体验研究：含义、原理和主要环节——范梅南的教育学研究方法论在教师教育意义上的解读》,外国教育研究,2004.6。
13.高伟《教育现象学：问题与启示》,清华大学教育研究,2004.1。
14.高伟《关于教育现象学的几个根本问题》,当代教育科学,2007.9。
15.高伟《追问教育智慧——一种批判的视角》,当代教育科学,2009.5。
16.王洪才《现象学教育学：颠覆、回复与整合》,比较教育研究,2007.8。
17.周龙影《范梅南的教育机智思想,对教师专业发展的启发》,江苏大学学报,2005.10。
18.张方政《范梅南“教学机智”思想述评》,天津市教科院学报,2007.1。
19.张方政《范梅南“智慧教育学”思想探析》,咸阳学院学报,2007.2。
20.马翀《教育理论与实践的结合——范梅南现象学教育学思想探微》,教书育人,2007.8。
21.马多秀《教师的教育机智及其生成——马克斯.范梅南的现象学教育学思想的解读》,江苏教育研究,2007.10。
22.潘艳《现象学的教育研究范式探析——以马克斯.范梅南为例》,教书育人,2006.3。
23.蒋茵《从现象学到智慧教育学——范梅南教育思想探微》,台州学院学报,2005.2。
24.侯素芳《迈向智慧教育学——范梅南教育学思想探微》,外国教育研究,2004.7。
25.赵伟《范梅南教育智慧思想形成之研究》,辽宁师范大学学报,2009.9。
26.陈振华《教师的使命：马克斯.范梅南的观点》,当代教育科学,2008.18。
27.霍金宁《教师教育机智的生成及教育学意义——以马克斯.范梅南教育现象学为例》,新课程研究,2009.5。
28.王慧霞《教师专业发展新视域：基于教育现象学的生活体验研究》,淮海工学院学报,2009.6。
29.霍金宁《教育现象学：蕴涵、价值与限度》,内蒙古农业大学学报,2009.4。
30.刘徐湘《“教育就是教育”的现象学阐释》,中国教育学刊,2007.11。
31.张俊超《对博客应用于教育的现象学解读》,华中科技大学学报,2004.5。
32.赖昀《现象学教育学视野下的教学建设》,当代教育理论与实践,2009.6。
33.黄力群《现象学教育学视域下的体育课程理念研究》,西安体育学院学报,2008.3。
34.李君《现象学教育学浅述》,伊犁师范学院学报,2008.3。
35.王景《现象学教育学的本土化研究》,教育科学论坛,2008.10。
36.邹海燕《范梅南现象学教育学研究述评》,当代教育论坛,2008.11。
37.于潇《现象学教育学视域下教师课程意识探析》,渤海大学学报,2007.4。
38.吴涛《现象学教育学视域下的教师角色重塑》,四川教育学院学报,2007.10。
39.管建华《普通学校音乐学科教育学与音乐现象学教育学》,中国音乐,2006.1。
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18Loren S. Barritt, Ton Beekman, Hans Bleeker, Karel Mulderij. A Handbook for Phenomenological Research in Education. School of Education, The University of Michigan.1983, P1.
19感谢范梅南为我提供了关于他的生平资料。
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43 Max van Manen. A Historic Note on Phenomenology in Canada,Published in Encyclopaideia, revista di fenomenologia, pedagogia,formazione autumn 1999.
44参考了首都师范大学01级硕士研究生钟亚妮的毕业论文《现象学教育学研究的启示意义》,在此致谢。
45参考了首都师范大学03级硕士究生刘洁的毕业论文《现象学教育学——一种“新”的教育学的可能性》,中此致谢。
46Levering,Bas and Van Manen,Max. Phenomenological Anthropology in the Netherlands and Flanders.Phenomenology World-wide, Dordrecht:Kluwer Prcss,2002.
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78Max van Manen.The Pathic Principle of Pedagogical Language. Teaching and Teacher Education 18 (2002)215-224.
79吴式颖《外国教育史教程》,北京：人民教育出版社,1999,P326。
80宋元人注《四书五经》(上),北京：中国书店,1985,P1。
81宋元人注《四书五经》(上),北京：中国书店,1985,P61。
82《海德格尔选集》(上、下),孙周兴选编,上海：三联书店,1996,P1217。
83Max van Manen. The Tact of Teaching:The Meaning of Pedagogical Thought fulness. The Althouse Press, Canada,1991.
84Loren S. Barritt, Ton Beekman, Hans Bleeker, Karel Mulderij.A Handbook for Phenomenological Research in Education.School of Education, The University of Michigan.1983, P1.
85范梅南：《教学机智——教育智慧的意蕴》.李树英译,北京：教育科学出版,2001,P7。
86范梅南：《教学机智——教育智慧的意蕴》,李树英译,北京：教育科学出版社,2001,P42-43。
87范梅南：《教学机智——教育智慧的意蕴》,李树英译,北京：教育科学出版社,2001,P51。
88范梅南：《教学机智——教育智慧的意蕴》,李树英译,北京：教育科学出版社,2001,P88。
89弗洛姆：《爱的艺术》,萨茹菲译,北京：光明日报出版社,2006,P3。
90Martin Buber(1970).Voordrachten over de opvoeding.Utrecht:Aula,p29.
91(?).Nohl(1970).Die Padagogische Be(?)egung in Deutschland und ihre Theorie.Frankfurt am Main: Schulte Bulmke,p132.
91范梅南：《教学机智——教育智慧的意蕴》,李树英译.北京：教育科学出版社,2001,P104。
93范梅南：《教学机智——教育智慧的意蕴》,李树英译,北京：教育科学出版社,2001,P115-130。
94范梅南：《教学机智——教育智慧的意蕴》,李树英译,北京：教育科学出版社,2001,P135-153。
95范梅南：《教学机列——教育智慧的意蕴》,李树英译,北京：教育科学出版社,2001,P161。
96范梅南：《教学机智——教育智慧的意蕴》,李树英译,北京：教育科学出版社,2001,P166。
97范梅南：《教学机智——教育智慧的意蕴》,李树英译,北京：教育科：学出版社,2001,P167-168。
98范梅南：《教学机智——教育智慧的意蕴》,李树英译,北京：教育科学出版社,2001,P169。
99 William James(1962).Talks to teachers on psychology.New York:Dover Publication,P29.
100范梅南：《教学机智——教育钾慧的意蕴》,李附英译,北京：教育科学出版社,2001,P173。
101范梅南：《教学机智——教育智慧的意蕴》,李树英译,北京：教育科学出版社,2001,P176。
102黑柳彻子：《窗边的小豆豆》,赵玉皎译,海口：南海出版公司,2003,P96-99。
103Emmanuel Levinas(1969).Totality and Infinity Pittsburgh:Duquesne University Press.
104范梅南：《教学机智——教育智慧的意蕴》,李树英译,北京：教育利学出版社,2001,P198。
105范梅南：《教学机智——教育智慧的意蕴》,李树英译,北京：教育科学出版社,2001,P204。
106范梅南：《教学机智——教育智慧的意蕴》,李树英译,北京：教育科学出版社,2001,P229。
107范梅南：《教学机智——教育智慧的意蕴》,李附英译,北京：教育科学出版社,2001,P233。
108Max van Manen.The Pathic Principle of Pedagogical Language. Teaching and Teacher Education 18(2002)215-224.
109 Max van Manen.The Pathic Principle of Pedagogical Language. Teaching and Teacher Education 18(2002)215-224.
110范梅南：《教学机智——教育智慧的意蕴》,李树英译,北京：教育科学出版社：,2001,P272-273。
111Polanyi,M.,The Study of Man,London:Rout ledge&Kegan Paul,c1957,P12.
112Polanyi,M.,The Ta(.it Dimension,London:Rout ledge&Kegan Paul,c1966,P4.
114范梅南：《教学机智》,李树英译,北京：教育科学出版社,2001年,P174。
116Max van Manen.The Tone of Teaching.The Althouse Press,Canada,2003,P4.
117Max van Manen. The Tone of Teaching.The Althouse Press, Canada,2003, P8.
118Max van Manen. The Tone of Teaching.The Althouse Press, Canada,2003, P11.
119Max van Manen. The Tone of Teaching. The Althouse Press, Canada,2003, P20.
120Max van Manen. The Tone of Teaching.The Althouse Press, Canada,2003, P22.
121Max van Manen.The Tone of Teaching.The Althouse Press,Canada,2003,P25.
122Max van Manen.The Tone of Teaching.The Althouse Press,Canada,2003,P32-33.
123Max van Manen.The Tone of Teaching.The Althouse Press,Canada,2003,P52.
124Max van Manen. The Tone of Teaching.The Althouse Press, Canada,2003, P68-69.
125博尔诺夫：《教育人类学》,李其龙译.上海：华东师范大学出版社,1999,P41-49。
126本章故事引自范梅南专著《儿童的秘密》,在此致谢。
127金生鈜：《规训与教化》,北京：教育科学版社,2004,P4。
128王海英：《走近儿童的秘密》,当代教育科学,2005(21)。
129范梅南：《儿童的秘密》,陈慧黠译,北京：教育科学出版社,2001-1,P193。
130Martinus J.Langeveld.How does the Child Experience the World of Things? Penomenology+Pedagogy,A human Science Journal Volume2,P215.
131Martinus Jan Langeveld. How Does the Child Experience the World of Things? Phenomenology+Pedagogy Vol2, No3.
132范梅南：《儿童的秘密》,陈慧黠译,北京：教育科学出版社.2004,P13 15。
134范梅南：《生活体验研究——人文科学视野中的教育学》,宋广文译,北京：教育科学出版社：,2003,P157。
135范梅南：《生活体验研究——人文科学视野中的教育学》,宋广文译,北京：教育科学出版社,2003,P160。
135范梅南：《生活体验研究——人文科学视野中的教育学》,宋广文译,北京：教育科学出版社,2003,P165。
136范梅南：《生活体验研究——人文科学视野中的教育学》,宋广文译,北京：教育科学出版社,2003,P168-169。
137范梅南：《生活体验研究——人文科学视野中的教育学》,宋广文译,北京：教育科学出版社,2003,P175。
138Max van Manen. Writing in the Dark. The Althouse Press, Canada,2002, P2, P239-240.
139Max van Manen. Writing in the Dark. The Althouse Press, Canada,2002, P2-3
140Max van Manen. Writing in the Dark. The Althouse Press, Canada,2002, P240-241.
141Max van Manen.Writing in the Dark. The Althouse Press, Canada,2002, P3-4.
142Max van Manen.Writing in the Dark. The Althouse Press, Canada,2002, P4-5.
143Max van Manen.Writing in the Dark. The Althouse Press, Canada,2002, P242-243.
144Max van Manen. Writing in the Dark. The Althouse Press, Canada,2002, P246.
145Max van Manen. Writing in the Dark. The Althouse Press, Canada,2002, P8-9.
146The Phenomenology of Space In Writing Online. Max van Mancn&Catherine Adams(2009), Educational Philosophy and Theory. Blackwell Publishing, Vol.41,No.1.
147Embodiment. Virtual Space, Temporality and Interpersonal Relations in Online Writing. By Catherine Adams and Max van Manen. College Quarterly Fall 2006-Volume 9 Number 4.
148The Pedagogy of Relation in Online Writing. Max vanManen & Catherine Adams.The Sixth Annual Hawaii International Conference on EducationHonolulu, January 5-8,2008.
149On the Pedagogy of Secrecy, the Hidden, and Momus Technologies Presented at the Einstein Forum The Hidden, Cultural and Political Implications of Secrecy Potsdam, Germany, June 12-14,2008.
150The Pedagogy of Momus Technologies:Facebook,Privacy and Onlinentimacy.QualHealthResOnlineFirst,published on March 24,2010.
151 On the Pedagogy of Secrecy, the Hidden, and Momus Technologies Presented at the Einstein Forum The Hidden, Cultural and Political Implications of Secrecy Potsdam, Germany, June 12-14,2008.
152胡萨、宁虹：《做正确的事：U时代教师专业发展理念——教师发展学校走进U时代》,《中国教师》2009(4)。
153范梅南演讲：《相遇教育学》The Pedagogy of Contact. Hong Kong/Beijing, Nov 2008。
154古希腊指实现论或完善论的幸福观,德性教化的幸福观,与享乐主义或快乐主义幸福观相对立。
1.《教学机智——教育智慧的意蕴》,李树英译,北京：教育科学出版社,2001。
2.《生活体验研究——人文科学视野中的教育学》,宋广文等译,北京：教育科学出版社,2003。
3.《儿童的秘密——秘密、隐私和自我的重新认识》,陈慧黠、曹赛先译,北京：教育科学出版社,2004。
4.《教学情调：教育学的语言》The Tone of Teaching, The Althouse Press,2002。
5.《黑暗中的写作》Writing In The Dark, The Althouse Press,2002。
1..《实践之实践》The Practice of Practice, In:Lange, Manfred; Olson, John; Hansen, Henning&Bunder, Wolfgang (eds.). Changing Schools/Changing Practice: Perspectves on Educational Reform and Teacher Professionalism. Luvain, Belgium: Garant.
2.《质性写作,或写作的要求》Writing Qualitatively, or the Demands of Writing. Qualitative Health Research, Vol.16 No.5,May 2006.
3.《技术教育学》The Pedagogy of Momus Technologies. Presented at the Einstein Forum The Hidden, Cultural and Political Implications of Secrecy. Potsdam, Germany, Junel2-14,2008.
4.《网上写作空间现象学》The Phenomenology of Space In Writing Online. Max van Manen&Catherine Adams(2009), Educational Philosophy and Theory. Blackwell Publishing, Vol.41,No.1.
5.《教育敏感性和教师行动中的实践之知》Pedagogical Sensitivity and Teachers Practical Knowing-in-Action. Peking University Education Review.
6.《教学中的教育、美德和叙事认同》Pedagogy, Virtue and Narrative Identity in Teaching.1994 by The Ontario Institute for Studies in Education. Curriculum Inquiry24:2 (1994).
7.《道德语言和教育的体验》Moral Language and Pedagogical Experience. Curriculum Studies,2000, Vol.32, No.2,315-327.
8.《作为忧虑的关心,或别忧虑,高兴一些》Care-as-Worry, or "Don't Worry, Be Happy". Qualitative Health Research, Vol.12No.2, February 2002 264-280.
9.《关于反思性实践的认识论》On the Epistemology of Reflective Practice. Teachers and Teaching:theory and practice(1995)Vol.1,No1,(p.33-50).
10.《反思性和教育的时机》Reflectivity and the Pedagogical Moment:the Practical-ethical nature of pedagogical thinking and Acting. In:Ian Westbury and Geoff Milbum(editors). Rethinking Schooling. London:Routledge(2007).
11.《网络写作的具身化,虚拟空间,时间性和人际关系》Embodiment, Virtual Space, Temporality and Interpersonal Relations in Online Writing. By Catherine Adams and Max van Manen. College Quarterly Fall 2006-Volume 9 Number 4.
12. 《通过写作理解学生的体验》Understanding Student Experiences through Processes of Writing. UPDP Newsletter. Issue 14,October2002 Faculty of Education. The University of Hong Kong (p.2-8).
13.《从意义到方法》From Meaning to Method. Qualitative Health Research, Vol.3, August1997 345-367.
14.《教育学的语言和学生体验的首要性》The Language of Pedagogy and the Primacy of Student Experience.
15.《研究和理解学生体验》Researching and Understanding Student Experience.
16.《教育学的意义和教育的话语》On the Meaning of Pedagogy and Educational Discourse. In:Ding Gang Lectures by International well-known Scholars(Ⅰ) China Higher Education Press.
17.《点名的体验》Naming Student Experiences and Experiencing Student Naming. In D.Thiessen and A.Cook-Sather(eds.) International Handbook of Student Experience in Elementary and Secondary School. New York, NY:Springer Publishing Company.(p.85-98).
18.《实践现象学》Phenomenology of Practice. Phenomenology&Practice, Volume 1(2007), No.1,p.11-30.
19.《关于觉察孩子的教育学》On the Pedagogy of perceiving Childhood. Originally published as:"Naming Childhood:No Order and No End"(2002) In:Danial J.Martino (ed.) The Phenomenology of Childhood Pittsburh:Simon Silverman Phenomenology Centre, Duquesne University.p.14-38.
20.《教育语言的感受性原则》The Pathic Principle of Pedagogical Language. Teaching and Teacher Education 18 (2002)215-224.
21.《询问和护理的感受性本性》The Pathic Nature of Inquiry and Nursing. In: MadJar, Irena and Walton, Jo(editors). Nursing and the Experience of Illness: Phenomenology in Practice. London:Routledge.p.17-35.
22.《教学能教吗?或真正的教师是被发现的还是被培养的》Can Teaching Be Taught?or Are Real Teachers Found or Made? Phenomenology+Pedagogy,Volume 9 1991.
23. 《朝向受制于他人的话语》Toward a Discourse of Heteronomy Phenomenology+Pedagogy volume 10 1992.
24.《我们需要展示人文科学实践如何是一种教育关系》We Need to Show How Our Human Science Practice is a Relation of Pedagogy Phenomenology+Pedagogy,Vol.4,No.3.
25.《小说的现象学,或小说如何教化我们》Phenomenology of the Novel, or How Do Novels Teach? Phenomenology+Pedagogy, Vol.3,No 3.
26.《练习现象学的写作》Practicing Phenomenological Writing. Phenomenology+Pedagogy, Vol.2, Nol 1984.
27.《关于教育学的希望》On Pedagogic Hope. Phenomenology+Pedagogy, Vol.1, No.2 1983.
28.《现象学教育学期刊征稿》Invitation to Phenomenology+Pedagogy. Phenomenology+Pedagogy, Vol.1, No.1 1983.
29.《轶事》By the Light of Anecdote. Phenomenology+Pedagogy, Vol.7.
1.《教育观察的现象学》The Phenomenology of Pedagogic Observation. The Canadian Journal for Studies in Education.1979, Vol.4, No.1. p.5-16.
2.《适合教学》Van Manen, M. (1996) Fit for Teaching. In Hare, William and John P. Portelli (eds.) Philosophy of Education:Introductory Readings.2nd. edition. Calgary:Detselig. p.29-51.
3.《反思性与教育时机：教育思与行的规范性》Van Manen, M. (1992) Reflectivity and the Pedagogical Moment:The Normativity of Pedagogical Thinking and Acting. Journal of Curriculum Studies. Vol.23, No.6. (p. 507-536).
4.《教育政治学?政治教育学?》Van Manen, M. (1995). Pedagogical Politics?Political Pedagogy? In:Miedema, S.; G. Biestma; B. Boog; A. Smaling; W. Wardekker; B. Levering (eds.) The Politics of Human Science:Human Science at the Intersection of Politics, Education, Social Change and Political Decision Making. Brussels:VUB Press/Concord, Massachusetts:Paul & Company. (p.51-78).
5.《教化理论：为了善》Edifying Theory:Serving the Good.(Cited Information: Theory Into Practice, Volume XXI, Number 1,1982)1
6.《关于教学机智》On the Tact of Teaching. From:CACS/ACEC NEWSLETTER/BULLETIN.October 1988, p.2-9.
7.《作为方法的教育文本：作为写作的现象学研究》Pedagogical Text as Method: Phenomenological Research as Writing Saybrook Review, Vol.7, No.2. Summer, 1989. pp.23-45.
8. 《前言》Van Manen, M. (1989). Preface. In Bergum, Vangie Woman to Mother:A Transformation. Granby, Mass:Bergin & Garvey Press.
9.《人文科学教育学的浪漫主义根源》Van Manen, M.(1989). "Romantic Roots of Human Sciencein Education." In John Willinsky (ed.),TheEducational Legacy of Romanticism. Kingston:Wilfrid Laurier University Press.
10.《超越假设：转换行动研究的界限》Van Manen, M. (1990,Beyond Assumptions:Shifting the Limits of Action Research.Theory Into Practice. Vol. XXIX, No.3, Summer,1990.
11.《儿童阅读》Van Manen, M. (1991). "A Childhood Reading." In George Willis and William H. Schubert (eds.) Reflections from the Heart of Educational Inquiry:Understanding Curriculum and Teaching through the Arts. Albanany, N.Y.:SUNY Press. (p.293-300).
12.《孩子教我们什么》Van Manen, M. (1993). "Pedagogisk Takt--kva barn kan laera oss," [What Children Can Teach Us] Barnehagefolk, Alnabru, Oslo, Vol.2. (p.26-33).
13.《科学的痛苦》Van Manen, M. (1994). "The Pain of Science:Rejoining Fenstermacher's Response," Curriculum Inquiry, Summer 1994, Vol.4, No.2. (p. 221-227).
14.《反思性实践的认识论》On the Epistemology of Reflective Practice. Teachers and Teaching:theory and practice (1995) Vol.1, No.1, (p.33-50).
15.《灵智的和感受性的手》Van Manen, Max. (1996). The Gnostic and the Pathic Hand. In Kretlow, Fran (ed.). Asia-Pacific Human Science Research Conference. Monash University (Victoria, Australia). (December,1995).
16.《现象学教育学和意义问题》Phenomenological Pedagogy and the Question of Meaning. In:D. Vandenberg (ed.) Phenomenology and Educational Discourse. (1996) Durban:Heinemann Higher and Further Education. p.39-64.
17.《教的召唤》The Call to Teach by David T. Hansen New York:Teachers College Press,1995, ⅹⅰ+174 pages. ISBN 08077-3468-3 (pbk.) REVIEWED BY MAX VAN MANEN, UNIVERSITY OF ALBERTA.
18. 《在疾病和健康的状态中的身体体验模态》Van Manen, M. (1998) "Modalities of body experience in illness and health," Qualitative Health Research: An International. Interdisciplinary Journal. Sage Periodicals PressVol 8, No.1, pp. 7-24.
19.《教师实践中的知识、反思和复杂性》Van Manen, M. (1999) Knowledge, Reflection and Complexity in Teacher Practice. In:Lange, Manfred; Olson, John; Hansen, Henning & Bunder, Wolfgang (eds.). Changing Schools/Changing Practices:Perspectives on Educational Reform and Teacher Professionalism. (pp.65-76) Luvain, Belgium:Garant. ISBN: 90-5350-892-9.
20.《终生成就奖获奖演说》Lifetime Achievement Acceptance remarks by Max van Manen. Newsletter American Educational Research Association Division B:Curriculum Studies Fall,2000.
21.《道德语言和教育体验》Van Manen, M. (2000). Moral language and pedagogical experience. The Journal of Curriculum Studies. Vol.32, No.2.
22.《专业实践和‘做现象学’》Van Manen, Max (2001) Professional Practice and 'Doing Phenomenology' In S. Kay Toombs (editor) Handbook of Phenomenology and Medicine (Philosophy and Medicine Series)Dordrecht:Kluwer Press. pp. 457-474.ISBN Hardback:1-4020-0151-7, Paperback:1-4020-0200-9.
23.《跨学科性和新的知识生产》Transdisciplinarity and the New Production of Knowledge. NEW PRODUCTION OF KNOWLEDGEQUALITATIVE HEALTH RESEARCH/November 2001.
24.《教育学和哲学的关系》On the Relation between Pedagogy and Philosophy. The Far Western Philosophy of Education Society Conference.University of Hawaii, Manoa January 15-18th,2003.
25.《从记忆减退到回忆：‘做’现象学和写作的要求》From Hypomnesis to Anamnesis "Doing" Phenomenology and the Demands of Writing. Draft paper Seminar Presentation:Auckland University of Technology Auckland, New Zealand, October 9,2003.
26.《教育学的意义和与课程、教学的关系》On the Meaning of Pedagogy and its Relation to Curriculum and Teaching. To be published in:David Scott (ed.)Curriculum Studies:A Major Work London:Routledge (2003).
27.《生活体验》Van Manen, M. (2003). Lived Experience. In:Michael Lewis-Beck, Alan Bryman, and Tim Futing Liao (eds) Encyclopedia of Social Science Research Methods Oregon, OH:Sage Publications, Inc.
28.《他者》《Van Manen, M. (2003). The Other. In:Michael Lewis-Beck Alan Bryman, and Tim Futing Liao (eds) Encyclopedia of Social Science Research Methods Oregon, OH:Sage Publications, Inc.
29.《现象学：传统中的传统》Phenomenology:a Tradition of Traditions. (published in Dutch)Van Manen, M. (2005). Fenomenologie:een kwalitatieve veelstromige stroming. Utrecht:KWALON.
30.《论儿童教育学》On the Pedagogy of Childhood. Originally published as:Max van Manen (2002)"Naming Childhood:No Order and No End"In: Daniel J. Martino (ed.) The Phenomenology of Childhood Pittsburgh: Simon Silverman Phenomenology Center, Duquesne University. p.14-38.
31.《相遇教育学》The Pedagogy of Contact. Hong Kong/Beijing, Nov 2008
32.《网上写作的关系教育学》The Pedagogy of Relation in Online Writing. Max vanManen & Catherine Adams. The Sixth Annual Hawaii International Conference on EducationHonolulu, January 5-8,2008
33.《教育学的敏感性和教师实践中的行动之知》Pedagogical Sensitivity and Teachers Practical Knowing-in-Action. Peking. University Education Review (2008)also published as:On the Epistemology of Reflective Practice Teachers and Teaching:theory and practice (1995)Vol.1, No.1, (p.33-50).
34.《教育学的意义和教育话语》《Max van Manen (2008)On the Meaning of Pedagogy and Educational Discourse. In:Ding Gang Lectures by International Well-known Scholars (Ⅰ)China Higher Education Press.
35.关于秘密、隐藏的教育学和技术》On the Pedagogy of Secrecy, the Hidden, and Momus Technologies Presented at the Einstein Forum The Hidden, Cultural and Political Implications of Secrecy Potsdam, Germany, June 12-14,2008.
36.《质性研究：现象学》Van Manen, M.& Adams, C. (2010). Qualitative Research:Phenomenology. In:Eva Baker, Penelope Peterson and Barry McGaw, (eds.) International Encyclopedia of Education. Elsevier.
37.《网络写作空问的现象学》The Phenomenology of Space in Writing Online Educational Philosophy and Theory, Vol.41, No.1,2009doi: 10.1111/j.1469-5812.2008.00480.x
38.《现象学研究》Phenomenological Research. Max van Manen & Cathy Adams Forthcoming 2010:Sage Encyclopedia of Curriculum Studies
39.《技术教育学》The Pedagogy of Momus Technologies:Facebook, Privacy and Onlinentimacy.QualHealthResOnlineFirst,published on March 24,2010 as doi:10.1177/1049732310364990
40.《道德价值观和学校的教育任务》Moral Values and the Question of the Pedagogical task of the School:Some North American Considerations. Van Manen, M. (1998). Morele waarden en het vraagstuk van de pedagogische opdracht vanuit een Noord-Amerikaans perspectief.In:De Bekker-Ketelaars, Nolleke; Miedema, Siebren; Wardekker, Wim (editors). Vormende lerarenopleidingen. Utrecht:SWP. p.22-35.
41.《现象学教育学》Phenomenological Pedagogy.1982 by the Ontario Institute for Studies in Education. Published by John Wiley&Sons,Inc.Curriculum Inquiry 12:3(1982).
1. Martinus Jan Langeveld. Reflection on Phenomenology and Pedagogy. Phenomenology+Pedagogy, Vol1,No1.
2. Martinus Jan Langeveld.The Stillness of the Secret Place. Phenomenology+Pedagogy, Vol1,No1.
3. Ton Beekman. Human Science as a Dialogue with Children. Phenomenology+Pedagogy, Vol1,No1.
4. Ton Beekman. Book Review. The Erosion of Childhood, by Valerie Polakow Suransky Reviewed by Ton Beekman. Phenomenology+Pedagogy, Vol1,No1.
5. Martinus Jan Langeveld. The Secret Place in the Life of the Child. Phenomenology+Pedagogy, Vol1,No2.
6. Ton Beekman. Book Review. Interpretive Human Studies, An Introduction to Phenomenological Research, Edited by Vivian Dorroch and Ronald J.Silvers Reviewed by Ton Beekman. Phenomenology+Pedagogy, Vol1,No2.
7. Lennart Vriens. Project. Peace Education and Children's Experiences. Phenomenology+Pedagogy, Vol1,No3.
8. Ien Dienske. Project. Self-Understanding in the Lives of Women. Phenomenology+Pedagogy, Vol 1,No3.
9. Loren Barritt, Ton Beekman, Hans Bleeker and Karel Mulderij. Analyzing Phenomenological Descriptions. Phenomenology+Pedagogy, Vol2, No1.
10. Marjan Margaddant-van Arcken. Research in Progress. "there is a real dog in the classroom":The Relationship Between Young Children and Animals. Phenomenology+Pedagogy,Vol2, No2.
11. Martinus Jan Langeveld. How Does the Child Experience the World of Things? Vol2, No3.
12.兰格威尔德和比克曼的学生,主要研究女性问题和小说的现象学分析Ien Dienske. Beyond Words:On the Experience of the Ineffable. Phenomenology+Pedagogy,Vol3, No1.
13. Hans Bleeker, Bas Levering and Karel Mulderij. Introduction:On the Beginning of Qualitative Research in Pedagogy in the Netherlands. Phenomenology+Pedagogy,Vol4, No3.
14. Martinus Jan Langeveld. What is the Meaning of Being and Having a Father? Phenomenology+Pedagogy, Vol5, No1.
15. Federik J.J.Buytendijk. The First Smile of the Child. Phenomenology+Pedagogy, Vol6, No1.
16. Marjan Margadant-van Arcken. Nature Experience of 8-to-12-Old Children. Phenomenology+Pedagogy, Vol8.
17. Bas Levering. Phenomenology as Impressionism. Phenomenology+Pedagogy, Vol8,No1-3.
18. Ton Beekman. Values in Education and the Science of Education:A Plea for a Challenging Pedagogy by Bas Levering Reviewed by Ton Beekman..
19. Hans Bleeker. The Experience of Motor Disability. Phenomenology+Pedagogy, Vol10, No1-3.
20. Bas Levering. The Language of Disappointment:On the Language Analysis of Feeling Words. Phenomenology+Pedagogy, Vol10, No1-3.
1. Max van Manen. Editorial. Invitation to Phenomonology+Pedagogy. Phenomenology+Pedagogy, Vol1, No1.
2. David GSmith. Learning to Live in the Home of Language:Hearing the Pedagogic Voice as Poetic. Phenomenology+Pedagogy, Vol1, No1.
3. David Dillon. The Encounter Between Reader and Text, by Margaret Hansberger Reviewed by David Dillon. Phenomenology+Pedagogy, Vol1, No1.
4. Wilfried H.O.Schmidt. Piaget and the Egocentric Tradition. Phenomenology+Pedagogy, Vol1, No2.
5. Max van Manen. Those that understand him, smil'd at one another and shooke their heads:but for mine own part, it was Greeke to me. Phenomenology+Pedagogy, Vol1,No3.
6. Max van Manen. Practicing Phenomenological Writing. Phenomenology+Pedagogy, Vol2, No1.
7. Bill Rollans. Project. Living the Experience of Old Age Forgetfulness with People for Whom We Care. Phenomenology+Pedagogy, Vol2, No2.
8. Heather Devine. Project. The Workout:The Phenomenology of Training. Phenomenology+Pedagogy, Vol2, No2.
9. Vangie Kelpin. Project. Birthing Pain. Phenomenology+Pedagogy, Vol2, No2.
10. Carol Olson. Re-searching Unique Experience for Our Experience: Kierkegaard's Question and Method. Phenomenology+Pedagogy, Vol2, No3.
11. Marie Laing.Project. Naming Our Child. Phenomenology+Pedagogy, Vol2, No3.
12. Verna Brophy. Project. Stepmothering. Phenomenology+Pedagogy, Vol2, No3.
13. Don McEachern. Project. On the Phenomenology of Writing. Phenomenology+Pedagogy, Vol2, No3.
14. David G.Smith. Project. Living with Children. Phenomenology+Pedagogy, Vol2, No3.
15. Rod Evans. Authority in Educational Administration. Phenomenology+Pedagogy, Vol3, No2.
16. Mikio Fujita. Project. Modes of Waiting. Phenomenology+Pedagogy, Vol3, No2.
17. Olive Yonge. Project. The Experience of Giving Constant Care to a Psychiatric Patient. Phenomenology+Pedagogy, Vol3, No2.
18. Eamonn Callan. Book Review. Human Rights in Education Reviewed by Eamonn Callan. Phenomenology+Pedagogy, Vol3, No2.
19. W.H.Schmidt. Dialogue with a Human Scientist:William Stern (1871-1938). Phenomenology+Pedagogy, Vol3, No3.
20. Max van Manen. Phenomenology of the Novel, or How do Novels Teach? Phenomenology+Pedagogy, Vol3, No3.
21. Chizuko Maeda. Falling asleep. Phenomenology+Pedagogy, Vol4, No1.
22. Robert Burch. Confronting Technophobia:A Topology. Phenomenology+Pedagogy, Vol4, No2.
23. Sandra J.Weber. The Nature of Interviewing. Phenomenology+Pedagogy, Vol4, No2.
24. Terrance R.Carson. Closing the Gap Between Research and Practice: Conversation as a Mode of Doing Research. Phenomenology+Pedagogy, Vol4, No2.
25. Max van Manen. We need to show Our Human Science Practice is a Relation of Pedagogy. Phenomenology+Pedagogy, Vol4, No2.
26. Stephen J.Smith. Project. Seeking a Risk. Phenomenology+Pedagogy, Vol5, No1.
27. Maureen Connolly. Project. The Experience of Living With an Absent Child. Phenomenology+Pedagogy, Vol5, No2.
28. Suzanne Schulz. Dialogue. What is the Meaning of Becoming a Parent? From Langeveld to the Good Parent. Phenomenology+Pedagogy, Vol5, No2.
29. Stephen J.Smith. Book Review. Researching Educational Practice Reviewed by Stephen J.Smith. Phenomenology+Pedagogy, Vol5, No2.
30. Mamie Robb. Project. Deciding to have a Child:A Woman's Perspective. Phenomenology+Pedagogy, Vol6, No1.
31. Dave E.Redekopp. Project. Did you know That...? Phenomenology+Pedagogy, Vol6, No1.
32. Janis Blakey. Dissertation Review. Storying:The Child's Articulation of Experience Through Imagination Reviewed by Janis Blakey. Phenomenology+Pedagogy, Vol6, No1.
33. David G.Smith. Dissertation Review. Young Children's Thinking:An Interpretation from Phenomenology Reviewed by David GSmith. Phenomenology+Pedagogy, Vol6, No2.
34.Jan Jagodzinski. Reawakening Aesthetic Insight. Phenomenology+Pedagogy, Vol6,No3.
35. Robert Burch. On Phenomenology and its Practice. Phenomenology+Pedagogy, Vol7,No1-3.
36. Max van Manen. By the Light of Anecdote. Phenomenology+Pedagogy, Vol7, No1-3.
37. Wytze Brouwer. Pedagogy Between Fear and Peace by Lennart Vriens Reviewed by Wytze Brouwer. Phenomenology+Pedagogy, Vol7, No1-3.
38. Vangie Bergum. Abortion Revisited:Toward an Understanding of the Nature of the Woman-Fetus Relationship. Phenomenology+Pedagogy, Vol8, No1-3.
39. Robert Burch. Methodology. Phenomenology, Lived Experience:Taking a Measure of the Topic. Phenomenology+Pedagogy, Vol8, No1-3.
40. Anne Winning. Project. Homesickness. Phenomenology+Pedagogy, Vol8, No1-3
41. Raymond A.Morrow. Special Section. The Crisis of Historical Materialism and Phenomenology. Phenomenology+Pedagogy, Vol8, No1-3.
42. Jane Hewes. Dissertation Review. The Pedagogy of Risk and the Playground by Stephen Smith Reviewed by Jane Hewes. Phenomenology+Pedagogy, Vol8, No1-3.
43. Erwin Miklos. Dissertation Review. Ministrative Insight:Educational Administration as Pedagogic Practice by Philip Rodney Evans Reviewed by Erwin Miklos. Phenomenology+Pedagogy, Vol8, No1-3.
44. Ted T.Aoki. Five Curriculum Memos and a Note For the Next Half-Century. Phenomenology+Pedagogy, Vol9, No1-3.
45. Robert Burch. Phenomenology and Human Science Reconsidered. Phenomenology+Pedagogy, Vol9, No1-3.
46. D.Jean Clandinin. Learning to Live New Stories of Practice:Restorying Teacher Education. Phenomenology+Pedagogy, Vol9, No1-3.
47. Jan Jagodzinski. The Poetics of Green Esthetics:Situating Green Criticism in the Postmodern Condition. Phenomenology+Pedagogy, Vol9, No1-3.
48. Anne Winning. The Speaking of Home. Phenomenology+Pedagogy, Vol9, No1-3.
49.Max van Manen. Can Teaching Be Taught? Or Are Real Teachers Found or Made? Phenomenology+Pedagogy, Vol9, No1-3.
50. Robert Burch. Dialogue. Ambiguity of Phenomenological Method?A Reply to John Osborne. Phenomenology+Pedagogy, Vol9, No1-3.
51. Karen Reynolds. The Lure of the Loom. Phenomenology+Pedagogy, Vol9, No1-3.
52. Vangie Bergum. Beyond Rights:The Ethical Challenge. Phenomenology+Pedagogy, Vol10, No1-3.
53. Peggy Ann Howard. Project. " The Look" in Teacher Performance Evaluation. Phenomenology+Pedagogy, Vol10, No1-3.
54. Roberta J.Hewat. Project. Living with an Incessantly Crying Infant. Phenomenology+Pedagogy, Vol10, No1-3.
55. Brenda Cameron. Project The Nursing " How are you?" Phenomenology+Pedagogy, Vol10, No1-3.
56. Aprile Flickinger. Project. Therapeutic Listening. Phenomenology+Pedagogy, Vol10, No1-3.
57. Rose Montgomery-Whicher. Project. Drawing from Observation. Phenomenology+Pedagogy, Vol10, No1-3.
58. Max van Manen. Symposium. Toward a Discourse of Heteronomy. Phenomenology+Pedagogy, Vol10, No1-3.
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31.张俊超《对博客应用于教育的现象学解读》,华中科技大学学报,2004.5。
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18.倪梁康《现象学及其效应——胡塞尔与当代德国哲学》,三联书店,1994。
19.胡塞尔《现象学的观念》(五篇讲座稿),人民出版社,2007。
20.马里翁《还原与给予——胡塞尔、海德格尔与现象学研究》,方向红译,上海译文出版社,2009。
21.莱斯特.恩布里《现象学入门——反思性分析》,靳希平译,北京大学出版社,2007。
22.亚里士多德《尼各马可伦理学》,廖申白译注,商务印书馆,2009。
23.海德格尔《论真理的本质——柏拉图的洞喻和《泰阿泰德》讲疏》,赵卫国译,华夏出版社,2008。
24.维持根斯坦《哲学研究》,陈嘉映译,上海人民出版社,2001。
25.《中国现象学与哲学评论》第三、七、八辑,上海译文出版社,2001,2005,2006。
26.《胡塞尔与意识现象学》(胡塞尔诞辰一百五十周年纪念《中国现象学与哲学评论》特辑),上海译文出版社,2009。
27.丹.扎哈维《胡塞尔现象学》,李忠伟译,上海译文出版社,2007。
28.博尔诺夫《教育人类学》,李其龙译,华东师范大学出版社,1999。
29.海德格尔《存在与在》,王作虹译,民族出版社,2005。
30.胡塞尔《笛卡尔沉思与巴黎讲演》,张宪译,人民出版社,2008。
31.胡塞尔《纯粹现象学通论》,李幼蒸译,中国人民大学出版社,2004。
32.海德格尔《现象学之基本问题》,丁耘译,上海译文出版社,2008。
33.胡塞尔《现象学的方法》,倪梁康译,上海译文出版社,2005。
34.胡塞尔《生活世界现象学》,倪梁康、张廷国译,上海译文出版社,2005。
35.海德格尔《形式显示的现象学：海德格尔早期弗莱堡文选》,孙周兴编译,同济大学出版社,2004。
36.海德格尔《存在论：实际性的解释学》,何卫平译,人民出版社,2009。
37.吕迪格尔.萨弗兰斯基《来自德国的大师——海德格尔和他的时代》,靳希平译,商务印书馆,、2007。
38.海德格尔《时问概念史导论》,欧东明译,商务印书馆,2009。