듀이의 실재 개념에 대한 형이상학적, 인식론적 분석
A Metaphysical and Epistemological Analysis of Dewey’s Concept of Reality
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듀이는 실재가 일상적 경험의 저편에 있다는 기존 철학의 주장을 받아들이지 않는다. 그에게 있어서 실재는 ‘구체적인’ 경험을 통해서 드러나는 것이다. 본 연구의 목적은 경험이 실재와 존재론적으로 연속적인 관계에 놓여있다는 사실과 실재에 대한 인간적 관여가 비위계적 교사-학생 관계의 근거가 된다는 사실을 밝히는 것이다. 본 연구의 내용과 방법은 다음과 같다. 우선 2절에서는 경험의 본성에 대한 듀이의 분석과 직접성 개념에 대한 함페의 분석에 기초하여 실재가 경험을 통해서 ‘직접적으로’ 드러나는 것임을 설명한다. 이것은 존재와 기능의 차이 및 질성의 존재론적 지위를 명확히 하는 작업으로 발전한다. 3절에서는 ‘질성의 직접적 존재’에 대한 형이상학적 분석에 기초하여 실재가 ‘개별적’ 속성의 의미에서 파악되어야 함을 논증한다. 이를 통해서 인간과 실재가 경험을 매개로 하여 존재론적으로 서로 연결되어 있음이 밝혀진다. 4절에서는 ‘질성의 직접적 존재’에 대한 인식론적 분석에 기초하여 실재가 ‘현재의’ 경험을 통해서 드러나는 것임을 논증한다. 이를 통해서 존재의 질서(존재에 관한 개념)는 존재 자체가 아니라 존재(사건)의 해석을 위해 사용되는 추상임이 밝혀진다. 마지막 5절에서는 수업에서 생산되는 (또는 만들어지는) 모든 표현이 실재와 연결되어 있다는 사실에 기초하여 교사와 학생 사이의 관계가 비위계적으로 규정되어야 함을 논증한다. 표현의 협력적 생산 과정으로서의 수업은 교육내용의 재개념화를 동반한다.
Abstract
Dewey does not accept the argument of the conventional philosophy that reality lies beyond ordinary everyday experiences. For him, reality refers to the things revealed through ‘concrete’ experiences. The purpose of this study is to establish that experience is ontologically continuous with reality, and that human involvement in reality becomes a justification for the non-hierarchical relationship between teacher and student. To this end, this study proceeds as follows: First, based on Dewey’s analysis of the nature of experience and Hampe’s analysis of the concept of immediacy, Section 2 explains that reality is revealed ‘directly’ through experience. This leads to the clarification of the difference between existence and function as well as the ontological status of quality. Based on the metaphysical analysis of ‘the immediate existence of quality’, Section 3 demonstrates that reality is to be understood in terms of ‘particular’ properties. Through this, it is clearly shown that man and reality are ontologically connected by experience. Based on the epistemological analysis of ‘the immediate existence of quality’, Section 4 demonstrates that reality refers to the things revealed through ‘present’ experiences. Through this, it is clearly shown that the order of existence is not existential, but is an abstraction used for the interpretation of existential events. Section 5, the last section of this study, demonstrates that the relationship between teacher and student is to be understood as non-hierarchical based on the fact that all expressions made during a school lesson point at reality. A school lesson as a communication process, where teacher and student participate at the same level, leads to the reconceptualization of the curriculum contents.
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