사회적 지성에 기초한 존 듀이의 사회개혁론 비판과 그 교육적 시사
Criticism of the Social Reform Based on Social Intelligence in John Dewey’ Philosophy and Its Educational Implications
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이 글은 듀이의 사회적 지성에 기반을 둔 사회개혁론을 비판적으로 검토한 후 그의 사회개혁 방안이 가지는 교육적 의의를 밝히는데 목적을 두었다. 듀이의 후기 저서에 나타난 사회적 지성의 방법은 공동체의 문제를 전통, 권위, 관습에 따라 해결하는 것이 아니라 관찰과 실험을 통해 해결하려고 한다는 점에서 과학적인 방법의 특성을 지니고 있으며, 폭력이 아닌 참여와 협동과 의사소통으로 사회문제를 해결하고자 한다는 점에서 민주적인 방법의 특성을 가지고 있다. 하지만 사회적 지성에 기반을 둔 듀이의 사회개혁 방안은 지나치게 낙관주의적이고 이상주의적이라는 비판과 함께 과학적 방법론을 지나치게 일반화했다는 점, 사회개혁 주체의 위약함을 간과했다는 점, 개혁주체를 떠받칠 사회, 정치적 기반을 구체적으로 제시하지 못하였다는 점에서 그의 사회개혁 방안은 여전히 실현 가능성이 희박하다는 비판을 받고 있다. 그럼에도 불구하고 현시점에서 그의 사회개혁 방안을 대신할 대안이 없다는 점에서 그의 개혁방안은 폐기되어야 할 과거의 지적 유산이 아니라 재해석되고 재음미되어야 할 가치를 지니고 있는 주제이다. 듀이가 제시했던 사회적 관심, 사회적 기술, 사회적 이해, 사회적 덕목들은 여전히 교육을 통해 길러야 할 사회적 지성의 방법으로 재평가되어야 할 것으로 보인다.
Abstract
The aim of this study is firstly to analyze the concept of social intelligence in social philosophy of John Dewey, and then to criticise his discussion of social reform based on the method of social intelligence, and lastly to suggest its implications to Korean society. Conclusions are as following: Firstly, the concept of social intelligence is ambiguous or vague. Generally it can be defined as method of social reform. But it can be reorganized by four categories: (i) social method to realize social ideal, democracy, (ii) scientific method to solve social problems, (iii) cooperative or organized method to gather individual intelligence, (iv) controlled method to protect some social evils. Secondly, theory of social reform has partly some cruxes conceptually and methodologically. Cruxes are as following (i) ambiguity or vagueness of social intelligence, (ii) some optimism believe that all human can solve human and social problems by using intelligence, (iii) fallacy of generalization believe that scientific method is very effective mean to solve social problems, (iv) misunderstanding about dual or contradicted act founded in intelligent persons. Thirdly, although Dewey’s theory of social reform has some cruxes, it give possibility and hope to us to solve some social problems, and then strive to realize social ideal, democracy. According to Dewey, teachers in school or many educators in society should be interest with public affairs and participate actively to social activities, and must act as agent of social reform. For the reformational mind and attitude of teachers in school to social problems determines the success or failure of social reform. Nowadays, Dewey’s strong belief and practical discussion about social reform through social intelligence is not passed academical legacy, but present treasure-house of practical wisdom to be researched continuously.
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