듀이 지식론의 재고찰: ‘실용주의’, ‘헤겔 철학과의 연관성’을 중심으로

Abstract

The purpose of this study is to clarify the characteristic traits of Dewey’s theory of knowledge, focusing on pragmatism and its relationship with philosophy of Hegel. From the perspective of pragmatism, the truth is to be grasped through the practical process of investigation, and to have value when it is regarded as a tool for the change and development of life. Hegel overcomes and resolves the problem of traditional philosophic dualism by illuminating the intrinsic interpenetration between subject and object in knowing relation based on his distinctive dialectic of change and development. Inquiry in pragmatism and Hegelian dialectic have a common point that both of them indicate the process of understanding as the correlation with the world. Dewey believes the correlation of understanding in the world is possible through the method of scientific inquiry (that is, the emergence of a sort of knowledge in this process). And as the characteristics of this kind of knowledge can be observed, it is the means or tools of solving the problems of life, and both the process and tentative conclusion of inquiry that are not separated from reason and sense but integrate both of them. Dewey’s concept of knowledge seems similar to those of constructivism and empiricism. But, these two concepts of knowledge would come round to the dualism, because they separate knowing activities from the rational thinking, believing that there is a superior thing in the process of thought. Dewey considers knowledge to be formed within the context that reflects the totality of situations through the investigation (i.e. warranted assertion). This implies not only the objectivity within a thorough inquiry, but the flexibility that 'knowledge' can be changed as much as possible. Thus, Dewey's theory of knowledge suggests that educators and learners should take more prudence and responsibility in the current process of exploration and practice. Furthermore, it would take the attitude of participants, not bystanders, who are regarded as the members in education and society.