The aim of the first chapter is to highlight the novelty of the phenomenological approach applied to the educational sphere. With its ‘amethodic’ structure countered by continuous flexibility and re-adjustment to the essential presentations of the learners, the phenomenological educational approach can well be called ‘revolutionary’. This is even more evident when one considers that educational training (Bildung) is to be conceived first and foremost as a transformation of the trainer’s attitude. But phenomenology does not aim to be a solid and immovable system. Nor does it aim to propose an alternative philosophical system to those that preceded it. Rather, phenomenology is an approach that aims to make the assumptions of the sciences scientific, based on a fundamental focus on the essential: on the primary structures of meaning. As a ‘science of phenomena’, i.e. a science that deals with what is shown, what is offered to consciousness, it takes its trainee from experience and has no ambition to become a static system consisting of unquestionable and definitive laws. The basic principle is the experience and acceptance of what is presented. This, for the educational sciences with a phenomenological orientation, is the starting point and also what distinguishes the phenomenological approach in pedagogy from all others. There are many aspects of phenomenology that have a strong impact in education. Stein herself, as a teacher of pedagogy, constantly applied the basic principles of phenomenology to her teaching. In order to give a face to the educator who chooses the phenomenological approach and to describe its educational possibilities and desirable outcomes, this first chapter attempts to enuclearise the fundamental aspects of this science of phenomena in order to bring out its profound productivity in the field of application.