교육적 경험의 의미 : 오우크쇼트와 듀이의 관점

Abstract

The purpose of this study is to show up the educational implications of M. Oakeshott’s and J. Dewey’s experience theory in making a comparison between them. In the western intellectual tradition, Oakesthott and Dewey can be regarded as representative educational thinkers tried to elucidate the concept of education in their own experience theories. Especially, the common feature between them is to inquire into the nature of knowledge in light of the concept of concrete experience and thereby find the right place of knowledge in education. Moreover, their theories resulted in broaden understanding on nature of educational experience. That is, in Oakshott’s view knowledge is the modified experience in which philosophical experience as a self-knowing activity is latent, whereas in Dewey’s view it is the result of reflective thinking on primary experience. And, in the former, the core of educational experience is a philosophical experience which can revive the concreteness and life of the modified experiences and convert them to diverse and unique voices, so-called ‘subject-matters’, in a conversation of ‘education’. Whereas, in the latter, the core is the process of constant growth of experience by a qualitative thinking which can reconstruct ‘an experience’ by focusing the quality of primary experience in the border line of abstract knowledges. Futhermore, their views on educational experience have a possibility of synthesis. In a word, educational experience encompasses the philosophical and the qualitative together. It is a constantly growing harmony of the diverse and unique voices which leads the learner to his or her real self. So, from their views, we can show up the implications as follows: in a word, this world is the world of education. It is never other things but the world of educational experience, the only real thing that we have to comprehend and contemplate. And it is the human achievements that are not to be imparted without learner’s own intellectual endeavors in interaction with other selves, teachers. Personal learner’s self-conscious growth cannot be possible without understanding on the achievements, because they are not the mere accumulation of inert information but the genuine resource that enriches and clarifies meanings of self and thereby makes the learner realize his or her own self.