슐만의 교사론의 철학적 기초

• 영문명: Philosophical Foundation of Shulman s Theory on Teachers
• 발행기관: 한국교육철학회
• 저자명: 지정민(Chi Jeong Min)
• 간행물 정보: 『교육철학』敎育哲學 第65集, 119~143쪽, 전체 25쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2017.12.30

영문 초록

The purpose of this paper is to reveal philosophical basis in Lee S. Shulman’s theory on teachers, by analyzing the influence of two great philosophers on it: Aristotle and John Dewey. Aristotle’s concept of phronesis provides unshakable ground with Shulman’s four major ideas of pedagogical contents knowledge, pedagogical transformation, case study, reflective teacher community, in the sense that phronesis puts strong emphasis on concrete experiences. However, Shulman makes different steps with Aristotle by overlooking ‘Idea’ in Greek meaning. Shulman’s practical wisdom indicates experiences without absolute reality. Likewise, Shulman changes the relationship between theory and practice, which John Dewey has established by integrating them in continuous mutual dependance. For Shulman, even though he apparently proposes the balance between two, practical knowledge takes higher place than theoretical knowledge. Shulman’s theory on teachers suggests modern alternative teacher education to traditional one based on scholarly knowledge.

목차

Ⅰ. 문제제기

Ⅱ. 이데아 없는 프로네시스: 아리스토텔레스 해석

Ⅲ. 이론 위의 실제: 듀이 해석

Ⅳ. 맺음말

참고문헌

Abstract

키워드

Shulman Aristotle Dewey Practical Wisdom Phronesis Pedagogical Content Knowledge(PCK) Teacher Education