특수교육학에서 현상학적 연구방법의 특징 - 중도중복장애 아동 교육연구를 중심으로 -

Abstract

How the phenomenology as philosophy originated from the need of modern science, the phenomenological research method in the pedagogy as one of the famous qualitative method is based on the understanding that the positivism and the naturalism reach at the ethical borders with their theoretical nature and could not put in a claim for any absoluteness as research method. The phenomenological approach is especially capable to discover the overlooked multiple dimensions of human behaviors. It is certain that the special educational research in its quantitative orientation disregarded the behavior facets of human being and their subjective meaning of people with severe disabilities and reduces these people to their disabilities and problem behavior. The phenomenological method points out the inter subject relationship in the special educational context and makes integral understanding of the human behavior possible. Despite the critic on the part of the positivism of the phenomenological method, this work assumes that this method can enrich the special education in Korea enormously. For this, the central points of this method, "phenomenological reduction" and "essential intuition" are described closer and clarified with the help of concrete example. Furthermore, it is pointed out the ethical consequences of this method on the education of children with severe disabilities.