Abstract
Phenomenological approach, in its highest intention, aims to understand the nature of phenomena and the quality of realizing and promoting them, as well as perceiving the existence itself as the essence of living and emergence of any phenomenon. The domain of phenomenology in this literature covers three phenomenological viewpoints: transcendental phenomenology, existential phenomenology and phenomenological understanding. We possess two types of understanding: physical (existential) understanding which is based on overwhelming our existence in absolute existence; the second type is acquirable understanding which is related to knowledge of nature (not being). Our physical science is acquired by our direct existential overwhelming in absolute existence, while our acquirable science is formed from the universe and its phenomena due to our planning perception. The applied method in the structure of article is analytical-inferential. Phenomenological implications in education field can be acquired both in inventing teaching techniques and education domain.
Keywords: Phenomenology; Understanding (acquirable and physical); Becoming; Dialectic; Education
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