존 듀이 의식이론의 교육적 의미 탐구

• 영문명: A Study on Educational Implications of the Consciousness Theory of John Dewey
• 발행기관: 한국교육철학회
• 저자명: 이병승(Lee, Byung-Seong)
• 간행물 정보: 『교육철학』敎育哲學 第39集, 191~221쪽, 전체 31쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2009.12.31

영문 초록

The aim of this study is to analyse of elements and structure of consciousness theory in the 1887 psychology written by John Dewey, and to research its educational implications. Conclusions are as follows : Firstly, consciousness theory articulated in first edition of Dewey's psychology was influenced by neo-Hegelian G. S. Hall, and then characteristics of its theory was metaphysical and idealistic. But after of researching the work of William James, his approach to consciousness changed surprisingly from idealistic to experimental. His experimental approach and scientific attitude to it influenced the formation and development of advanced theories in his epistemology, axiology and pedagogy. Secondly, the structure of consciousness expressed by Dewey has three forms such as knowledge, feeling and will(or volition). This forms are too dynamic and unitary. Dewey considered cognition, feeling, will to be integral functions of each self. The tripartite functions of self, moreover, are unified in will. In other word, will combines subjective feeling and objective knowledge as one self. Will regulates impulse because it powers some stimulus into activity of self. In this view point, his theory of consciousness differs from traditional theories about consciousness for emphasizing dynamic relations and functions. Thirdly, Dewey's theory of consciousness will give some important implications to educational field. It is necessary to fundamental arguments about conscious conditions of learners as a human. For it is impossible to establish some aim of learning, to organize meaningful contents of learning, and also to create some effective methods of learning without consideration of this conditions. And it is important to construct and organize the contents and methods of learning for widening and deepening of educational experiences. Then consciousness and experiences of learners interact each other, so then they will produce some meaningful results of learning in this process.

목차

Ⅰ. 서언

Ⅱ. 의식이론의 형성배경과 발전

Ⅲ. 의식이론의 특징과 구조

Ⅳ. 의식이론의 교육적 의의

Ⅴ. 맺는 말

참고문헌

Abstract

키워드

concept of consciousness theory of consciousness knowledge feeling will(volition) self learner learning