John Dewey 철학의 경험이론에 관한 변증법적 성격

• 영문명: Dialectical Discussion about Theory of Experience in John Dewey's Philosophy
• 발행기관: 한국교육철학회
• 저자명: 박준영(Park Zoon-Young)
• 간행물 정보: 『교육철학』교육철학 28집, 1~17쪽, 전체 17쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2005.12.01

영문 초록

A purpose of this paper is to find some suggestions to the field of education from the dialectical logic of Dewey's theory of experience. In order to achieve this purpose, it first considered the criticism of Dewey about the ancient theory of experience and then considered the criticism of Dewey about the modern theory of experience. A problem about the ancient's theory of experience which put Plato as the central figure and the modern's theory of experience which put Hume as the central figure have been originated from the viewpoint of dualism about man and world. Dewey criticized that the theories of experience of the ancient and the modern are philosophy to pursue the extreme of a spirit and a body. Like Dewey's philosophy integrate the dualism viewpoint of a classic philosophy, his theory of experience take a new position to integrate dialectically the theory of experience of an ancient and a modern. To the field of education, Dewey's theory of experience suggests the followings. First, a teacher must educate learner to integrate the passive elements and the active elements of learner's experience. Second, the educator must recognize that a learner's intelligence can be developed with an interaction between a learner and an environment.

목차

Ⅰ. 머리글

Ⅱ. Platon의 경험론에 대한 비판

Ⅲ. Hume의 경험론에 대한 비판

Ⅳ. Dewey 경험론의 변증법적 성격

Ⅴ. 맺음글

참고문헌

Abstract