사회적 존재로서의 자아와 지식교육

• 영문명: Social Contextuality of Self and Knowledge Education
• 발행기관: 한국교육철학회
• 저자명: 정호표(Chung Ho-pyo)
• 간행물 정보: 『교육철학』교육철학 27집, 323~339쪽, 전체 17쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2005.08.01

영문 초록

As the individual self is considered to be constructed through specific contexts and discourses, we can not maintain the subjectivity of self firmly. Here the formation of the self depends on the historical processes and social relationship. Modern epistemology believes the certainty and central structure of knowledge based on the subjectivity of self. This viewpoint stresses the stability, coherence, and consistency in knowledge claims. Instead contextualism in knowledge as well as relational knowledge constructed by the social context of self rejects these criteria and accepts the social consensus, contextual validity, and practicality in knowledge claims. According to contextualism of self school knowledge is not an absolute entity, but social construction. So we must accept the contexts, viewpoints, and perspectives which influence the construction and selection of school knowledge. Student's life world and situatedness must be related to the understanding and interpretation of knowledge. In short, the social being of self and the contextualism of knowledge induce teachers and students to respect diverse individual perspectives, various reinterpretations, and reconstructions to school knowledge. Teaching and learning should become practical inquiry and intellectual activity in this regard. But though this contextualism encourages the diversity and vitality in education, it may disregard the common ground and socialization of objective knowledge.

목차

Ⅰ. 서론

Ⅱ. 자아관의 변화

Ⅲ. 지식의 맥락성

Ⅳ. 지식교육에의 시사

Ⅴ. 결론

참고문헌