듀이철학에 있어서 수단과 목적의 연속성: 수단과 목적의 상호 구체화를 중심으로

Abstract

This essay discusses and makes clear the meaning of means-end continuity in Dewey's philosophy of education. According to the traditional intellectualism based upon the dualistic metaphysics, end is precedent of and superior to means. End is determined first of all things. Useful means are selected and decided to achieve and realize the predetermined end. The point of view can be termed as ‘end-centeredness'. As for end-centered point of view, end is predetermined transcendentally by way of metaphysical inquiry. But for Dewey who rejects this kind of dualism, end does not exist in a transcendental way and cannot be determined by metaphysical inquiry without consideration of ordinary life. Such an metaphysical end is detached and isolated from out real life and concerns. For Dewey, a significant end is formulated by way of considering the specific and existing process and conditions of living and activity. At first, end will be delineated at large by considering the general conditions and means. Next the end will be revised and specified by inquiring the direct and systematic means. End decides the selection of means; means influences the determination of end. End depends on means; without required means, end will be a house on sands. A specific end can and should be defined and formulated with considering needed means. After all, end and means are interdependent. According to the interdependence of end and means, end is able to take on a concrete shape and a realistic meaning when means is defined and decided. Emphatically, end has a realistic and understandable form when it is embodied into means. In the same token, means is meaningful and understandable when it is useful and instrumental to achieve end. In other word, means are seen to be meaningful when it embodies end. Furthermore, according to means-end continuity, end emerges and is found out in the process of living, and so it is defined in considering the means which is required to achieve end. Besides, an achieved end becomes a new conditions of living and can be a potential means. End is not fixed and permanent; end is changing and revising continuously with the change of living conditions. When an end is carried out, a new end emerges again and is addressed newly. The idea of means-end continuity indicates that aims in education should be intimately related to specific conditions of educational process and circumstance. The educational aim should be defined and formulated especially with the consideration of the learner's situation, interest, and concerns. Education cannot and should not be autocratic and absolutist in the sense that the predetermined end overrules the educational process and the interest and concerns of teachers and learners. According to the continuity, education should be democratic in the sense that end, which is the crucial factor determining educational process, is defined in a democratic way by way of considering interest and concerns of the concerned, changing situations, social need, etc..