지식 기록 방법으로서의 무용 체험교육 기능 연구

Abstract

The purpose of this study is to identify the characteristics of dance lived experience where knowledge is recorded and created in dance education and to explore the function of knowledge created by dance lived experience while exploring how knowledge has been defined and systemized in education fields the society of its time. From these perspectives, the research findings can be presented as follows. Human knowledge exists in a dynamic relationship (process) where they memorize and record their inner state of mind. The figuration of the world they perceive turns into knowledge and they engage in the world of knowledge as a sign of their mental activities involving in dance lived experience (inner world). Dance lived experience is a unique response of the perception that does not damage or consign one’s own senses and is internalized by the prior experiences that have been passed down as collective memories. It also generates meanings and serves as knowledge. Therefore, the dance lived experience involving in the target object with sincerity weaves into new knowledge by relocating the previous knowledge to other relationships and places through imagination. The main characteristics of dancing lived experience exist in the world of knowledge with ethical (moral) imagination as they materialize imagination they engage in with heart by becoming it (symbol) beyond the time and space. Indirect experiences (imaginative engagement) in dance are a process of embracing and accepting an unfamiliar knowledge (world) into his or her world and serve as a starting point of creating knowledge that textualizes the world he or she is aware as they play the role of knowledge as a sign of a mental model. The record of knowledge as an expansion of sentiment to physical memory becomes one of the methods of creating knowledge that is established by the inherent function of dance lived experience.