학술논문
포스트모더니즘의 담론과 교육
이용수 783
- 영문명
- The Discourse of Postmodernism and Education
- 발행기관
- 한국교육철학회
- 저자명
- 정석환(Chung Seok-Hwan)
- 간행물 정보
- 『교육철학』敎育哲學 第35集, 437~466쪽, 전체 30쪽
- 주제분류
- 사회과학 > 교육학
- 파일형태
- 발행일자
- 2008.08.01
6,400원
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국문 초록
영문 초록
The purpose of this thesis is to examine Postmodern theory of Discourse and its meanings in education. Specifically, the examination focused on construct of the theory of Postmodern knowledge and modes of meta-narrative and its implications in epistemology of education. Conclusions are as follows.
The Postmodern theory of Discourse is an "open" one constructed in various discourse situations, and it is different from the knowledge based on modernism. Analysing the condition of "postmodern knowledge" in post-industrial society it counted on "language game theory" of Wittgenstein. This approach shows that it intended to nullify all trials that seek fallacious grand narrative by reifing rules which are supposed to function in a certain game, and to judge possibility of various discourse rules with the narrative. Modern scientific knowledge as a meta discourse, narrative knowledge can be characterized as sort of Petits recits(small stories). Narrative knowledge does not mean simply peripheral stories, like legend and tales. its transferring mode, as he said, can be featured as incommensurability among system of each knowledge. t accepts the possibility of various utterances and strengthens patience to tolerate difference. This is to construct a sort of a new "move".
Postmodern theory of Discourse permits us to see problems of meta narratives found in the various discourses of education. Also, it encourages us to criticize the practice of education embedded in so-called modernism with the pretensions to totality, and provides us with the base of theory to construct pragmatics we make in every real narrative situations. In this way, Postmodern theory of Discourse has meaningful implications in the practice of education
The Postmodern theory of Discourse is an "open" one constructed in various discourse situations, and it is different from the knowledge based on modernism. Analysing the condition of "postmodern knowledge" in post-industrial society it counted on "language game theory" of Wittgenstein. This approach shows that it intended to nullify all trials that seek fallacious grand narrative by reifing rules which are supposed to function in a certain game, and to judge possibility of various discourse rules with the narrative. Modern scientific knowledge as a meta discourse, narrative knowledge can be characterized as sort of Petits recits(small stories). Narrative knowledge does not mean simply peripheral stories, like legend and tales. its transferring mode, as he said, can be featured as incommensurability among system of each knowledge. t accepts the possibility of various utterances and strengthens patience to tolerate difference. This is to construct a sort of a new "move".
Postmodern theory of Discourse permits us to see problems of meta narratives found in the various discourses of education. Also, it encourages us to criticize the practice of education embedded in so-called modernism with the pretensions to totality, and provides us with the base of theory to construct pragmatics we make in every real narrative situations. In this way, Postmodern theory of Discourse has meaningful implications in the practice of education
목차
Ⅰ. 서론
Ⅱ. 모더니즘의 담론
Ⅲ. 포스트모더니즘의 담론
Ⅳ. 포스트모더니즘의 담론활용과 교육
Ⅴ. 결론
참고문헌
〈Abstract〉
Ⅱ. 모더니즘의 담론
Ⅲ. 포스트모더니즘의 담론
Ⅳ. 포스트모더니즘의 담론활용과 교육
Ⅴ. 결론
참고문헌
〈Abstract〉
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- 듀이의 ‘교과의 진보적 조직’에 비추어 본 통합교육과정의 재개념화
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- 일제시대 식민지 지배층화의 경로
- 교사와 교육철학
- 교사와 학생의 의미화 과정에 관한 기호학적 고찰
- 학교 교육 현실과 교사의 철학
- 중학교 더둑교육의 문제점과 개선 방안
- ‘사회적 실천가’로서 교사
- ‘인문적’ 관점의 교육환경 탐색
- Dewey 경험적 지식의 포스트모더니즘과의 정합성 연구
- 교육이론의 두 가지 측면 - 교육이론의 실제성과 실제적 지식의 언어화
- 혜강 사상의 생태주의적 교육원리
- 포스트모더니즘의 담론과 교육
- 한국교육철학회 연구윤리규정 외
- 학교 인성교육론 비판
참고문헌
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