학술논문
비절대적 지식관과 지식교육의 문제
이용수 75
- 영문명
- Non-absolute Views of Knowledge and Knowledge Education
- 발행기관
- 한국교육철학회
- 저자명
- 정호표(Chung Ho-Pyo)
- 간행물 정보
- 『교육철학』敎育哲學 第31集, 115~133쪽, 전체 19쪽
- 주제분류
- 사회과학 > 교육학
- 파일형태
- 발행일자
- 2007.08.30
5,080원
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국문 초록
영문 초록
Non-absolute views of knowledge emphasize the relational, constructive, and interpretive approach to experience and knowledge. And these views imply the dialogical education based on the communicative virtues, construction of social reality, equal relationship, and mutual respect for inquiry and knowledge formation in school. In educational practices teachers should regard children"s social existences as the important factors. Teachers must understand children"s historical and contextual situatedness for facilitating their knowledge construction in knowledge education.
These epistemological views don"t intend to eliminate all criteria of knowledge, but aim to emphasize the contextuality of knowledge, language, and diversity of understanding. So these theories don"t strongly maintain cognitive gap between the teachers and the taught. These put emphasis on time, space, social construction, interpretation, and fallibility in inquiry of knowledge and knowledge claims. The viewpoint of absolute epistemology emphasizing the objectivity and coherence may limit the range of understanding and progress of knowledge in education. But we must recognize these viewpoints don"t completely disregard the socialization of universal and foundational values in educational practices.
In conclusion, the education based on the non-absolute epistemology including the spirit of hermeneutics, postmodernism, sociology of knowledge, neo-pragmatism, feminism, and relational epistemology needs the teachers" minds which accept multiple interpretations, private statements, little narratives, and the silenced voices of children in school life. So this knowledge education also can be conducive to achieving the social ideals of mutual respect, freedom, and equality. We must consider the concepts like multiplicity, diversity, ambiguity, and fallibility of knowledge as the important factors for new educational paradigms.
These epistemological views don"t intend to eliminate all criteria of knowledge, but aim to emphasize the contextuality of knowledge, language, and diversity of understanding. So these theories don"t strongly maintain cognitive gap between the teachers and the taught. These put emphasis on time, space, social construction, interpretation, and fallibility in inquiry of knowledge and knowledge claims. The viewpoint of absolute epistemology emphasizing the objectivity and coherence may limit the range of understanding and progress of knowledge in education. But we must recognize these viewpoints don"t completely disregard the socialization of universal and foundational values in educational practices.
In conclusion, the education based on the non-absolute epistemology including the spirit of hermeneutics, postmodernism, sociology of knowledge, neo-pragmatism, feminism, and relational epistemology needs the teachers" minds which accept multiple interpretations, private statements, little narratives, and the silenced voices of children in school life. So this knowledge education also can be conducive to achieving the social ideals of mutual respect, freedom, and equality. We must consider the concepts like multiplicity, diversity, ambiguity, and fallibility of knowledge as the important factors for new educational paradigms.
목차
Ⅰ. 서론
Ⅱ. 이론적 근거
Ⅲ. 맥락적 접근과 해석
Ⅳ. 오류가능성과 패러다임
Ⅴ. 결론
참고문헌
〈Abstract〉
Ⅱ. 이론적 근거
Ⅲ. 맥락적 접근과 해석
Ⅳ. 오류가능성과 패러다임
Ⅴ. 결론
참고문헌
〈Abstract〉
키워드
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참고문헌
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