메지로의 전환학습이론에 대한 비판적 소고: 내면적대화와 사회비판간의 관계중심으로(개인과 사회의 관계를 중심으로)
Critique of Mezirow's Theory of Transformative Learning: Between Inner Dialogue and Ideology Critique
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본 연구는 충분히 거론되지 않은 개인영역의 문제, 또 그 개념과 사회문화적 측면간의 관계에 초점을 맞추어 메지로의 전환학습 이론을 검토한다. 현재 많은 학자들은 전환학습의 비판적 성인교육 이론의 발전과 실천적 방향모색을 위해 각별한 관심이 모아지고 있다. 본 필자는 전환학습 과정은 사적인 내면세계 안에서 일어나는 자신과의 대화와 사회 문화적 측면간의 상호작용을 통해 복잡하게 진행된다고 이해하고자 한다. 이는 비지성적 사고 속에는 개인영역과 사회문화적인 측면과의 상호관계로 인해 나오는 개인적 경험과 의식들이 가장 자연적으로 반영되고 있다고 보기 때문이다. 먼저 메지로의 이론에 대한 간략한 소개에 이어 개개인의 내면세계의 개념적 이해를 돕기 위해 한나 아렌트의 “비지성적사고”를 소개한다. 본 연구는 전환학습과정 안에는 메지로가 강조하는 비판적 반추 뿐 만 아니라 아렌트의 비지성적사고의 개념도 포함되어야 한다고 주장한다. 이런 맥락에서 전환학습 이론의 중추적 개념인 비판적 반추, 이성적 논의 등의 개념들을 함께 논의한다. 그리고 이러한 논의가 지니는 성인교육의 실천적 함의를 제시한다.
Abstract
This study examines Mezirow's transformative learning theory with a particular focus on the relationship between the individual and social dimensions of transformative learning. This topic is insufficiently addressed in his theory and deserves critical attention for the development of both the theory and practice of adult education. In doing so, I maintain that the process of transformation involves the interplay between the personal realm and its social-cultural dimensions. In an effort to better understand the significance of the personal realm, I introduce Hannah Arendt's concept of “non-cognitive thinking,” which follows a brief review of Mezirow's transformative learning.I argue that not only critical reflection but also non-cognitive thinking needs to be integral to transformative learning theory in order to provide a comprehensive foundation for adult educational practice. I also discuss the central concepts of Mezirow's theory, including reflection, critical reflection, and rational discourse, and examine the socio-cultural context for individual transformation. In conclusion, I suggest some implications of the discussion for adult educational practices.
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