Dewey의 탐구 개념과 삶, 교육의 상관성 연구

• 영문명: A Study on the Correlation between Dewey’s Concept of Inquiry and Life, Education
• 발행기관: 한국교육철학회
• 저자명: 이상원(Lee, Sang-Won)
• 간행물 정보: 『교육철학』敎育哲學 第45集, 191~230쪽, 전체 40쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2011.12.31

영문 초록

The purpose of this study is to understand the reason why ‘the concept of education’ of Dewey is defined based on its correlation with ‘the concept of life’, through ‘the concept of inquiry’ of Dewey. In the philosophy of Dewey that incessantly has set out the ‘totality of life’, his all concepts are formed based on human behaviors. That is, all concepts such as ‘experience’, ‘habit’, ‘value’, ‘growth’, ‘education’, and ‘inquiry’, and so on are established only when there are human actual ‘behaviors’, thus ‘the concept of life’ of Dewey can be defined as the ‘self-renewing process’, and accordingly the ‘life’ to him can proceed with in a ‘continued and accumulated form’. However, since ‘the concept of inquiry’ among all his concepts is interpreted into the same to the meaning of the ‘reflective thought’, it causes a question of what association ‘the concept of inquiry’ of Dewey has with ‘the concept of life’ of Dewey. Prior studies interpreted ‘the concept of inquiry’ only means ‘a reflective thought’, by connecting it to the educational method of school, which overlooks its correlation with ‘the concept of life’ of Dewey. Strictly speaking, Dewey criticized the ‘Dualistic World’ that classified the human life into many strata and understood them as ‘orientation’ and ‘sublation’, so if the ‘inquiry’ is defined as the same meaning to that of ‘the reflective thought’, it will be difficult to determine what correlation ‘the inquiry’ has with all other concepts such as ‘experience’, ‘habit’, ‘value’, ‘growth’, and ‘education’ in the ‘totality of life’. As a matter of fact, it is possible to define ‘the inquiry’ as ‘the reflective thought’ within the special setting called ‘school education’ to think of the inquiry as the effective ‘educational method’, but it causes a limit in understanding on what logical bases ‘the inquiry’ has the correlation with all concepts of Dewey. The author tried to redefine the meaning of ‘the concept of inquiry’ described in the Logic written by Dewey as ‘the existential maintenance method’ of organisms centering around humans to expand the previous meaning of ‘the concept of inquiry’ that had just meaned ‘the reflective thought’. Dewey also describes the matrix of inquiry as “THE EXISTENTIAL MATRIX OF INQUIRY: BIOLOGICAL”, and “THE EXISTENTIAL MATRIX OF INQUIRY: CULTURAL” respectively in Chapter Ⅰ, Section Ⅱ to Ⅲ, of the Logic, in order to emphasize the existential aspects of the inquiry. In addition, in Chapter Ⅰ, Section Ⅰ, “THE PROBLEM OF LOGICAL SUBJECT-MATTER”(Dewey, 1964: 3-4), Dewey describes the inquiry as ‘the primary inquiry’, in order to emphasize that ‘the inquiry’ is ‘the existential concept’ before it is considered as ‘the reflective thought’, in terms of the ‘fundamental aspect’ that the reflective though is well matched to the human organism because the human organism maintains its existence by ‘the reflective thought’, arguing that the reflective thought should not be defined as the one limited in ‘the problem solving’ which ‘the reflective thought’ that means ‘the inquiry into inquiry’. The inquiry to Dewey means ‘the existential maintenance method’ of organisms centering around humans, so if this concept is generalized, it means ‘all forms and patterns’ of life of organisms. When ‘inquiry’ is defined as ‘existential maintenance method’, it is possible to determine on which base ‘the concept of life’ of Dewey was formed. The concept of life of Dewey consists of two key factors such as ‘environment’ and ‘renewing’.

목차

Ⅰ. 서론

Ⅱ. Dewey의 삶의 개념과 탐구의 연관성

Ⅲ. 인간의 사회적인 존재유지로서의 교육

Ⅳ. 삶에 있어 교육스러움의 의미

Ⅴ. 결론

참고문헌

〈Abstract〉

키워드

inquiry reflective thought existential maintenance method life environment renewing education