비고츠키의 사회적인 것의 개념에 비추어 본 상황학습에 대한 비판적 검토

• 영문명: A Critical Review of Situated Learning Reflected in Light of Vygotsky's Concept of the Social
• 발행기관: 한국교육철학회
• 저자명: 장우재(Woo Jae Jang) 이병승(Byung Seong Lee)
• 간행물 정보: 『교육철학』제42권 제1호, 119~148쪽, 전체 30쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2024.03.30

영문 초록

In this essay we suggest that Vygotsky's concept of the social provide the missing meaning for the concept of the social in the theory of situated learning by Lave and Wenger. According to Park, Vygotsky expanded the concept of the social so that it means not only interactions among people but also whatever socio-cultural-historical factors that constitute the patterns of the interactions. However, Park's claim of Vygotsky's expanding the concept lacks textual evidence. Vygotsky uses the term “social” to refer to the fact that both human and child development have a unique feature that is absent in animal development. The unique feature is that the basis of the development is the function of collaboration, or command, as a way of controlling behavior as well as mental functions. The function of collaboration initially manifest in the form of activity in which others command the child and then in the form of mental operation by the child. Behind such uses of the term “social” lies Vygotsky's concept of the social, namely that human and animal are qualitatively different; the basis of child development from the beginning to the end is the function of collaboration; man is social being in the sense that one can be free and independent by controlling her mental functions in the way she was controlled by others.

목차

Ⅰ. 들머리

Ⅱ. 상황학습에서 설명되지 않은 사회적인 것의 개념

Ⅲ. 보완책으로서 비고츠키의 사회적인 것의 개념

Ⅳ. 비고츠키의 사회적인 것의 개념에 대한 오해

Ⅴ. 마무리

참고문헌

키워드

situated learning the social collaboration mental function control