듀이의 교육목적관에 대한 일 고찰: 발현과 성장의 관계를 중심으로

Abstract

The aim of this paper is to make clear the relation of unfolding and growth in J. Dewey's view of educational aim, and to illuminate its implications for modern education. Dewey recognized the importance of unfolding from within of mind, objecting to the traditional teaching method - that is, cramming from without of mind. This shows that there are some similarity between the viewpoints of Dewey and Rousseau or Froebel. However, it must be pointed out that even though the two views are similar, Dewey's view is not identical with the theory of unfolding. According to unfolding theory, some implicit whole is regarded as given ready-made, and its perfect unfolding is regarded as an ideal of education. One of the most serious problems of unfolding theory is that it overlooks the transactions between the organism and the environment as an ontological condition of growth of the organism. Besides, the unfolding theory supposes a transcendental ideal, and leads educational activities only toward a fixed direction. Neglecting the transaction between child and environment, and only focusing on the aim of adult, results in dilution of opportunity for child to grow richly and diversely. Because unfolding theory only emphasizes an arrival to the ideal of perfection, there is no place for growth of experience primarily. Although theory of unfolding has this problem, the importance of 'unfolding' as an educative principle can not be denied. In other words, the interest and self-expression of children caused by transaction with environment become major factor which has to be considered by teacher at the starting point of education. It is difficult to increase ability of growth of experience in easy circumstances where nothing happens. In order to educate for growth, we have not only to consider the level of children's experience and interest, but also to provide them with some kind of appropriate conditions of inquiry activities for continuous improvement and expansion of the level. In view of Dewey's conception of growth, 'education cultivating student's dream and talent' as the present policy of career education in Korea should not be focused on the unfolding of student's potential capacities, but on the general growth of student's experience by transaction. And teacher should pay attention to the role of positive leader to control and regulate experiential situations of the child rather than a role of gardener to take care of the growth of plants.