듀이의 교육이론에 나타난 교사중심성에 대한 연구: 권위개념을 중심으로

Abstract

The purpose of this study is to interpret Dewey’s philosophy of education from the teacher-centered point of view, especially through analyzing his concept of authority. Throughout his intellectual life, Dewey consciously sought to overcome dualism, which had previously characterized Western philosophy. According to him, the dualistic habit of thinking, regarding two concepts as independent and mutually exclusive realities, neglects the connections and relationships of two principles, which are more important, encouraging, and solidifying aspects. And it thus becomes a source of not only intellectual confusion but also misguided conduct. Dewey was keenly aware of the problem in the relationship between authority and freedom and attempted to reconcile these two important principles. Specifically, while criticizing the classical philosophy of liberalism that challenged any form of authority under the name of freedom, Dewey was looking for a new type of authority that is compatible with a democratic society. Dewey made it clear that a return to an external form of authority would not succeed to solve the problem between authority and freedom. Instead, he placed authority in the method of organized intelligence as exemplified in the area of science. Representing a remarkable union of freedom and authority, the operation of organized intelligence displayed in science became a model for Dewey for the kind of freedom and authority necessary in social affairs. Consistent with his philosophical writings on authority, Dewey put collective intelligence of a classroom or school community as a whole in the place of a new educational authority. According to Dewey, effective educational authority is to be exercised in a social context, in which individuals are involved to contribute and participate in its common activities and understandings. In this way, the principle of social control (or authority) does not necessarily restrict the principle of personal freedom. Dewey is, however, fully aware that there are occasions upon which teachers have to intervene and exercise their personal authority over students. When such a situation occurs, it is, for Dewey, the right and responsibility of the teachers to use their personal authority according to the principles of justice and equality for the good of the whole. Dewey further discusses that teachers, through the medium of more advanced and intelligent lesson planning, play a vital role in terms of enhancing their educational authority by effectively incorporating individual efforts with collective control. Although it appears that teachers in Dewey’s educational theory do not have a clear-cut authority, they are the ones who have real power in directing educational environment that will lead to the positive growth of children. Indeed, they have a difficult and daunting task to guide children not only to have a more educative experience but to become a more effective member of the community. The educational philosophy of Dewey is thus teacher-centered as equally as it is child-centered.