The main goal of this study is to analyze the possibility of phenomenological approach to solving the problems of education, especially the development of curriculum, as supplements to the traditional empirical research. The necessity of the research on the phenomenological approach to the curriculum development is justified on the basis of the two facts: One is the growing recognition of the limitation and problems of the traditional approach. Another is the increasing awareness that the phenomenological perspective and methodology are currently emerging as essential supplments to the traditional empirical research. To achieve the goal, this study has tried to find answers to the following three questions: First, what is the nature and characteristics of phenomenological perspective and methodology, and its applicability to the educational research, especially the curriculum development? The question was approached in the following three steps. 1. The major features of phenomenological perspective and methodology were explained that are considered essential for the forthcoming analysis of educational theories and practices. 2. On the basis of the above explanation, the nature of phenomenological approach to educational research was analyzed in terms of its complementary nature to the traditional empirical method. Although the concrete features of phenomenological method in educational research are represented later with the discussion of the major factors of curriculum development, the status of its method in educational research itself needed to be clarified. 3. The process of developing curriculum on the national level will be phenomenologically analyzed, since conducting the process itself is an act of doing research and therefore should be an object of epistemological examination. It is important to notice that the research related to curriculum development has been sorely directed to the outcome of curriculum research, i, e., contents, and problem of the process of the research has been neglected. Second, what is the phenomenological description of the nature educational experience and its relation to their different conception of curriculum and curriculum research? This question is crucial because the nature of approach to educational research is determined by the conception of the educational experience. The major difference between the traditional and the phenomenological approaches lies in thier conception of educational experiences and its related conception of curriculum. The most common traditional approach to curriculum development starts with designing goals: but the appropriateness of a goal depends on the nature of process which is asked to produce it, although every activity has an outcome and educators must be able to appraise the relationship between the educational activities and their intended outcome. The objectives in most cases, depends on the future development and are so interwined with other influences that is impossible to develop valid measurements for guiding future educational activities. It is important to recognize, therefore, that educational research must shift its attention from things and minds per se, to the relationship between the experiencing subject and experienced object. However, educators have not yet been provided with a perspective that will clarify the nature of the educational process and offer a starting point for deciding what education can and should do. The phenomenological perspective as applied to educational reality in schools, holds the promise of contributing to the clarification of the nature of living educational experience by providing a more comprehensive perspective from which to view the educational phenomena in specific contexts. In order to argue the promise of the approach, the discussion was conducted in the following two steps: 1. Phenomenological perspective of educational experience was explained as compared with the traditionally dominant conception of J. Dewey, for this comparison helps better clarify the nature of educational process. 2. On the basis of the phenomenological account of educational experience, the new perspective of curriculum and curriculum development was provided. Finally, the problems of the basic elements and steps constituting the curriculum, i.e., defining the educational goals and onjectives, selecting the educational programs, evaluating the educational programs and achievements, and their interelationship were examined from the phenomenological perspective and by the methodology. This was to argue how some of the unresolved issues in the theory and practice of curriculum development can find a way to better solution from this new perspective and with the help of methodology.