비명제적 지식의 교육적 전달 가능성 논의― 라일의 방법적 지식과 폴라니의 암묵적 지식을 중심으로 ―
A Discourse for Educability of Non-propositional Knowledge - Ryle’s Knowing-how and Polanyi’s Tacit Knowing -
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이 글은 라일의 방법적 지식과 폴라니의 암묵적 지식에 초점을 맞추어 비명제적 지식이 왜 교육에 필요한가를 논의하였다. 두 가지 비명제적 지식의 특성을 정리하고 논의하였다. 이를 토대로 비명제적 지식의 교육전달 가능성을 탐색하면서 새로운 사고 패턴이 요구된다는 것을 지적하였다. 명제를 전달하는 데 전제된 ‘것’-중심 사고를 벗어나 행동의 지성화와 개별화된 지식의 고양을 기할 수 있는 ‘일’-중심 사고로 전환해야 함을 확인하였다.
Abstract
The paper has tackled the problems of non-propositional knowledge which mainly comprises knowing-how by G. Ryle and tacit knowing by M. Polanyi. Even though there is the same point between the two, such as procedural knowledge, we never fail to note that there is a significant difference. Whereas Ryle has focused on procedural knowledge within behaviour linked to tendency, Polanyi has focused on procedural knowledge within mind linked to personal knowing. Since two kinds of procedural knowledge examined are defined as non-propositional knowledge, we can raise the question how this knowledge is to contribute to education, that is, its educability. On condition that non-propositional knowledge provides us with a chance to enhance our educational possibility, we have to recognize the new pattern of thinking, which is definitely based on and derived from both Ryle’s knowing-how and Polanyi’s tacit knowing. As shown in the paper, I dub it ‘happening’-centered thinking, quite different from ‘thing’-centered thinking that has had a long philosophical tradition since the pre-Socratic era. Some arguments of it have already been done by Dewey and Oakeshott, whose terminologies are respectively ‘habit’ and ‘language’(or ‘judgement’). However, the new pattern of thinking should be taken seriously in the educational situations further if this is to play a role of paradigm shift asserted by Kuhn.
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