교사 지식 발달에서의 이론-실천 간의 관계 : 폴라니 인식론에서의 의미론적 통합을 중심으로
The theory-practice relationship in the development of teacher knowledge : An integrative meaning approach in Polanyi's epistemology
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이 연구는 폴라니(M. Polanyi)의 인식론적 탐구에 기초하여, 교사 지식의 성격과 발달에 있어서의 이론-실천 간의 관계를 규명해 보기 위한 것이다. 지난 20 여년간 교사 지식 연구에서는 교사 지식의 성격과 발달에 대해 상이한 가정을 갖는 두 흐름, 즉 지식기반 패러다임과 실천 패러다임이 대립해 왔다. 이 두 흐름은 교사 교육에서의 오랜 쟁점 가운데 하나인 ‘이론적 지식’과 ‘실천적 지식’ 간의, 그리고 교사 지식 발달에서의 이론-실천 간의 이분법적 구분의 문제를 반영하는 것이다. 폴라니 인식론은 이러한 이분법적 분리의 문제에 유용한 인식론적 해결점을 제공해 준다. 왜냐하면 폴라니의 근본 의도는 명시적 지식과 암묵적 지식, 이론적 지식과 실천적 지식, 주관과 객관 사이에 존재하는 이분법의 문제를 해결해 보고자 하는 것에 있었기 때문에, 그의 인식론을 통하여 지식 발달에 관한 통합적 관점을 시사받을 수 있기 때문이다. 특히 폴라니 인식론에서는 지식의 상이한 두 차원 간의 ‘구분과 통합의 관련성’이라는 일관된 구조를 발견할 수 있는데, 이는 곧 교사 지식 발달에서의 이론-실천 간의 구분되면서도 통합적인 상호관련성을 설명하는 데에 유용하다. 본 연구에서는 구체적으로 폴라니 인식론에서 ‘의미’(meaning)의 문제를 중심으로 그가 구분한 두 가지 의미인 인상학적 의미와 초월적 의미 간의 구분-통합의 관련성을 설명하고 이를 기초로 교사 지식 발달의 이론-실천 간의 구분-통합의 관련성을 논의하였다. 폴라니 인식론의 이러한 구분-통합의 관련성은 교사 지식 연구에서의 이론-실천 간의 이분법적 분리의 문제에 통합적 관점을 제공할 뿐만 아니라 나아가 교사 교육이 이론-실천 간의 구분과 통합의 상호관련성에 기초하여 통합적, 역동적으로 계획, 운영되어야 할 필요성에 대해 시사해 준다.
Abstract
This study is based on M. Polanyi's epistemological analysis, and it probes the theory-practice relationship in the nature and development of teacher knowledge. During last 20 years, the studies of teacher knowledge show two distinctive, conflicting theories, which is called as ‘knowledge base paradigm’ and ‘practice paradigm’ in this study.. The conceptual conflict between the two paradigms reflects the one of the long-pending disputes in teacher education -the dichotomy between theoretical knowledge and practical knowledge. I attempt to solve the conflict between theory and practice in the nature and development of teacher knowledge by examining Polanyi's epistemology. Polanyi tried to solve the problem of dichotomy between explicit and tacit knowledge, theoretical and practical knowledge, and subjectivity and objectivity. By providing an epistemological frame to overcome the conflict, he suggested an integrative approach to knowledge development. In Polanyi's epistemology, the relationship between theoretical and practical knowledge is explained by a coherent structure, that is, the ‘divisive but integrative relationship’ between two different dimensions of knowledge. According to Polanyi, therefore, the development of teacher knowledge is essentially explained by the ‘process of integration’ (without excluding ‘distinction’) in dynamic interactive structure of theory and practice. Knowledge development in the dimension of semantics is discussed as an interrelationship of distinction and integration between representative meaning and physiognostic meaning, and sense-integration and sense-dismemberment. Telegnostic(representative) meaning is a meaning in the expansion of meaning through the integration of potential particulars that is anticipated to contribute to the ‘not obvious whole’. This meaning is similar to the meaning in the procedure of theoretical investigation. Physiognostic meaning, on the other hand, points to the formalized whole in the sense that it has a formalized pattern. It is manifestly wholes but its meaning is somewhat problematic because the parts forming the whole are difficult to be verified. In this sense, it is related to the distorted characteristics of practical context and to the meaning of practical performance. These two distinctive meanings that Polanyi argued proposes a relationship of distinction and integration between theory-practice through the procedure of integration and disintegration of meaning, and, the same time, suggests the significance of meaning sharing in knowledge development.
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