포스트모더니즘에 근거한 Dewey 지식론의 재개념화 그리고 교육

• 영문명: The Reconceptualization of The knowledge theory of Dewey's base on The knowledge theory of Postmodern and Education
• 발행기관: 한국교육철학회
• 저자명: 정석환(Chung, Seok-Hwan)
• 간행물 정보: 『교육철학』敎育哲學 第38集, 183~217쪽, 전체 35쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2009.08.30

영문 초록

The purpose of this study is to compare knowledge of post modernism and that of Dewey and to reconceptualize useful educational meaning in modern education Research was conducted through following procedures to establish the purpose of this study. First, compared knowledge theory of Dewey and that of postmodernism. Second, reconceptualization of useful knowledge in modern education was conducted based on knowledge theory of Dewey and that of postmodernism. Knowledge theory of postmodernism and that of Dewey share very close concept in overcoming the dualistic logic of the traditional philosophy and being a modernism which explains the subject and the object of recognition in one theory. This study analyzed Dewey's knowledge theory based on that of postmodernism and the logical validity as well as the critical point in utilizing educational concept. Knowledge theory of Dewey and that of postmodernism denies pursuit of fixed purpose and the process is taken more importantly than the result are in common. However, Dewey's knowledge theory differs its context from that of postmodernism by assuming idealistic social aspect in development. The result of this study proved that it is needed to avoid utilizing Dewey's knowledge theory and that of postmodernism in the same context in detailed area of accessing the knowledge which could be applied to modern education.

목차

Ⅰ. 서론

Ⅱ. Dewey와 포스트모더니즘의 지식론

Ⅲ. Dewey 지식론의 포스트모던 재개념화와 교육

Ⅳ. 결론

참고문헌

Abstract

키워드

Dewey Knowledge theory of Dewey Postmodernism Knowledge theory of postmodernism