The phenomenological model of social pedagogical research

Abstract

Between the three forms of scientific rationality in the pedagogical investigation -analytic-empiric, hermeneutic-phenomenologic and critical theory- the author studies the phenomenological method. To that purpose, he first expounds the phases of the phenomenological method of E. HUSSERL and then he applies this method to the investigation in the social pedagogy, presenting a panoramic view of the historical evolution of the pedagogogical phenomenology, in which four periods are distinguished. After the seven main characteristics of the phenomenological method applied to the social Pedagogy are enumerated and explained, the author precises which the object of the social Pedagogy is, that is, the scientific fundamentation of the social education and its anomalies. In the application of the phenomenological method to the social Pedagogy, three phases are differenciated -liberation of prejudices, description and comprehension of the essence- through which various planes pass and two reductions are made: the liberation of the theories and the eidetic reduction. Finally one example of phenomenological investigation in the social Pedagogy is proposed: the ludopaty with fruit machines.