现象学在其诞生以来的一个多世纪里，以其特有的理论穿透力在诸多人文学科领域引起了具有根本意义的探索与进展，这其中也包括教育领域。目前，现象学教育学正在受到日益增强的关注，现象学的学理及其对教育学理论与实践建构的启示正在吸引着世界各国教育学学者的注意。现象学教育学是首都师范大学教育学学科建设的重要方向之一，我们经过多年的潜心积累，努力形成着自己的理论表达和实践效果。2006年首都师范大学教育科学学院成功举办首届现象学教育学国际学术研讨会举办，为世界各国从事现象学教育学研究的学者们提供了一个集中地表达与交流的学术平台。时隔四年，中国和世界各国的现象学教育学研究都取得了丰硕的研究成果，为了进一步拓展现象学教育学研究的视野与领域，深化中国现象学教育学研究者与世界各国现象学教育学研究者的对话与交流，我们拟定于2010年10月14日-16日召开第二届现象学教育学国际学术研讨会。热诚欢迎对本领域感兴趣的研究者在此展开真诚而深刻地对话，为现象学教育学研究拓宽道路。

    With the unique, theoretical penetration, phenomenology has brought about  the    essential exploration and development in various fields of human sciences, including education, since it came into being about a hundred years ago.At present, more and more attention is being focused on phenomenological pedagogy. Educational scholars around the world are being attracted by the phenomenological theory as well as its enlightenment on the construction of educational theory and practice. Phenomenological pedagogy is one of the important orientations in discipline construction of education in Capital Normal University. After many years of attentive accumulation, we have been endeavouring to form our own theoretical expression and obtain the practical effect. In 2006, Educational Science College of Capital Normal University successfully held the first international conference of phenomenological pedagogy and provided the academic opportunity to express and communicate to scholars researching phenomenological pedagogy in every country around the world. Four years later, the research in China and other countries has achieved a lot academically. In order to further open up and develop the horizons and fields of the research in phenomenological pedagogy, to deepen the dialogue and communication between scholars in China and the ones in other countries, we have decided to hold the Second International Conference of Phenomenological Pedagogy on the 14^th-16^th, October, 2010. We sincerely welcome all the researchers who are interested in this field to attend the conference for cordial and profound dialogue for the purpose of widening the way of phenomenological pedagogy.