비고츠키 고등정신기능 발달의 단계와 법칙에 관한 고찰 및 교육적 함의
Vygotsky's Notions of the Stage and Law of the Development of Higher Mental Functioning and Their Educational Implications
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이 연구는 비고츠키의 문화역사 이론에서 제시하는 고등정신기능 발달의 ‘단계’와 ‘법칙’에 해 고찰함으로써 그동안 국내연구에서 비교 소홀히 다루어져 온 비고츠키의 발달 개념에 한 이해를 도모하고 이러한 개념이 교육실천을 해 갖는 의미를 탐색하고자 하다. 오늘날 의 주류심리학은 독립인 심리기능을 개인의 재 발달수에서 측정하여 다른 독립인 심 리기능과의 련성을 악하는 데 심을 갖는 반면, 심리기능의 발생기원과 상호기능체계의 변화과정에 한 탐구는 비고츠키 심리학연구의 핵심을 이룬다고 할 수 있다. 이러한 맥락에서 발달이 진행되어온 과거의 경로와 재의 발달수뿐만 아니라 미래를 향해 열려있는 가능한 잠재 발달노선을 고려하는 것이 요한데, 이것이 비고츠키가 이야기하는 근발달역 (ZPD)이다. 이 연구는 먼 비고츠키의 발달개념, 즉 심리기능의 자연 단계에서 문화 단계 로, 사회 단계에서 개인 단계로, 그리고 자발 단계에서 의식 자각 단계로의 환과 이 러한 발달을 지배하는 네 가지 발달법칙(매개, 사회발생, 내면화, 지성화)에 해 논의하다. 둘째, 그동안 교육 장에의 용과정에서 확 해석되어 온 ZPD 개념을 재고찰하고, 역동 심리기능 구조의 ‘발’ 속성을 강조하는 ZPD의 본래 의미를 복원하고자 하다. 마지막으 로, 비고츠키의 발달법칙에 기하여, 정신의 도구인 ‘단어의미’를 통해 새로운 개념과 아이디 어 생성을 도모하는 개념학습, 기호활동의 개별화 차이 생성으로 특성화되는 개성화교육, 그리고 자율인 인간의 형성을 도모하는 지성교육의 요성에 해 논의하다.
Abstract
This study examined the notions of the stage and law of the development of higher mental functioning as suggested by Vygotsky's cultural-historical theory, and explored the educational meaning of those concepts. While today's mainstream psychology is interested in measuring independent psychological traits at the individual's current level of development and finding their relationships with other psychological traits, the genesis and developmental history of the interfunctional psychological systems are the central theme of Vygotsky's psychological study. In this context, it is important to consider potential developmental paths which are assumed to exist for the future as well as the actual developmental trajectory. This is called the zone of proximal development(ZPD). This study, within the Vygotskian theoretical framework, examined the developmental transition from natural to cultural, from social to individual, and from spontaneous to voluntary forms of behavior, and discussed four developmental laws governing those transitional processes-mediation, sociogenesis, ingrowth, and intellectualization. This study also reexamined the concept of the ZPD which has been widely applied in the educational context and attempted to restore its original meaning, focusing on the ‘emerging’ structure of dynamic mental functions. Finally, it discussed the importance of concept learning for facilitating understanding, transformation, and generation of ideas, education for personalization characterized as differentiation of sign-mediated activities, and education for intellectualization which aims at promoting intellectual autonomy.
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