The paper provides a sketch of the development of phenomenological pedagogy as it has been represented in the Netherlands in the work of educators and psychologists at the Utrecht School. Phenomenology is the theory that behavior is determined by the interaction of personal experience with external reality. Proponents of the Utrecht School have developed phenomenological evaluation paradigms to counteract the current stress in curriculum and teaching evaluation on technological concerns such as cost-efficiency, effectiveness criteria, accountability, and means-ends thinking. Major features of phenomenological pedagogy are that it: (1) aims to be a practical science which seeks to understand its objects and to determine how to act in relation to them; (2) analyzes specific situations to develop a body of scientific knowledge about education; (3) applies situation-analysis to experiences to yield descriptions of ways in which people relate to their world; and (4) is always undertaken with the intent of providing recommendations of pedagogic practice. The conclusion is that only phenomenologically based theories can generate an educational philosophy which encourages children in their self-interpretation of responsible adulthood. (Author/DB)