행위내 반성적 사고, 바깥의 사유 그리고 질적 기술의 가능성
Reflection-in-action in and as ordinary actions in life world
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초록
듀이의 반성적 사고에 관한 설명을 보다 일원론적으로 이해하기 위해서는 이를 생활세계의 화용론적인 성격 그리고 경험의 직접성에 비추어 이해할 필요가 있다. 초월적인 의미로서의 반성적 사고의 발생과 같은 이원론적인 오해는 듀이의 개념들을 충분히 생활세계 내에서의 직접적인 경험의 현상으로 다루지 않음으로 인해 초래된 결과라고 볼 수 있다. 본고에서는 행위내 반성적 사고(reflection-in-action)가 어떻게 ‘시간의 흐름 속에서 상황에 따른 질성(quality)을 취하게 되는 실제적이면서 관찰가능한 행위’로 전개되는지 몇몇 일상의 탐구 상황에 대한 질적인 기술을 통해 살펴보고자 하였다. 듀이의 반성적 사고에 대한 이러한 재해석은 철학적인 논증이 어떻게 질적인 경험 연구의 가능성으로 이어질 수 있는지 보여줄 것이다.
Abstract
This study seeks to re-specify reflection as a procedure of practical actions which Dewey termed as reflection-in-action. This study finds a way to describe problem solving-in-action in situ, instead of relying on dualistic mode of explanation of our actions and situation. The shop floor is described as being into view, in which inference and action works as situated properties. This study expects to demonstrate a description of events which succeeds in Dewey's unfulfilled project of understanding a quality in situation. Dewey argues that thinking is what occurs most expecially in situations where regular channels of action no longer suffice, where conflicts or ruptures in practice cause perplexity. A man is intelligent not in virtue of having reason which grasps first and indemonstable truths about fixed principles but in virtue of his capacity to estimate the possibilities of a situation and to act in accordance with his estimate. However, Dewey's project has never been succeeded in its own right. This kind of reflection is a matter of formulating what one is doing, reflecting and using meta-language. And it is associated with skeptical concerns about referential correspondence between statements and what they describe. It also reflect back on an abstract individual and cognitive source. This study, in order to avoid a cognitive and transcendental reduction, begins with a problematic of the pragmatic aspect in the everyday life world. The life-world is not only perceived and experienced in subjective consciousness, it is also constituted by pragmatic social actions. This study shows a way to describe how Deweyan transactional exploration of reflection-in-action is brought into view in and as actual occasions in everyday world. It promises to open a possibility to lead one to qualitative inquiry of situated actions and learning.
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