듀이와 브루너의 교육이론에서 내러티브의 가치 탐구

• 영문명: In Search of the Value of Narrative in Dewey and Bruner's Educational Theory
• 발행기관: 한국교육철학회
• 저자명: 강현석(Kang Hyeon-Suk)
• 간행물 정보: 『교육철학』敎育哲學 第50集, 139~169쪽, 전체 31쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2013.08.30

영문 초록

The purpose of this study is to search the value of narrative in Dewey and Bruner's educational theory. We may encounter many critics about the nature and epistemological stance of experience and knowledge in Dewey and Bruner. In educational discourse, the relationship between experience and knowledge is misunderstood because of its signifier within name and our cognition. This study focuses on ways of making meaning of experience based on Bruner's narrative. Dewey have less positive stance of making meaning of experience. Bruner have changed his viewpoint of the theory since 1980. Knowledge is a model we construct to give meaning and structure to regularities in experience. So we need to search the value of narrative of knowledge and experience. Narrative is our general mode of experience. Narrative is human and language process. In Bruner, narrative is interpreted a variety of way according to mechanism of knowledge construction, but it is composed by the main idea of cultural psychology, narrative thought, and hermeneutic of meaning-making etc. Thus the idea of experience and knowledge is reconstructed by narrative epistemology.

목차

Ⅰ. 머리말

Ⅱ. 듀이의 교육이론에서 내러티브의 지형

Ⅲ. 브루너의 교육이론에서 내러티브의 지형

Ⅳ. 결론

참고문헌

키워드

narrative knowledge and experience structure of knowledge internalization of subject Dewey theory Bruner theory