듀이와 비트겐슈타인의 언어관 : 교육적 시사

Abstract

The purpose of this study is to compare Dewey's viewpoint of language with Wittgenstein's viewpoint, and to elucidate its educative implications. Dewey and Wittgenstein agree to the point that they identically criticize the essential, post-contextual viewpoint of language and insist on the inseparability of language from life. According to them, language should not be viewed as some transcendental words separated from the concrete context of life, but should be viewed as the integrate concept inseparable from life. But at the same time, it must be pointed out that there is one different point between the two. It can be said that in Dewey's view, process of language is emphasized, while in Wittgenstein's view, tradition of language is emphasized. In Dewey's view, language can be interpreted from the point of transaction that is intellectual interaction. But in Wittgenstein's view, language should be involved traditional aspect of life to be taught in educative context. Viewpoints of Dewey and Wittgenstein on language show that language is the vocabulary of life to be learned, and the means to participate in activities, co-operate, and to inquire the problem-solving. In view of their viewpoints, language education should not be merely defined as isolated, fixed language education itself. It can only be meaningfully defined in view of two aspects-traditional aspect of “the form of life” and active aspect of “transaction” related to the concrete context of life. Considering this aspect of language education, teachers have to be sensitive to the learner's experience and thinking, and to lead for learners to understand the life, culture, and tradition of the society gradually.