탐구로서의 예술경험과 교육적 함의-존 듀이의 질적 사유를 중심으로

Abstract

This study is intended to classify the educational meaning of the art based on the concept of qualitative thought which connects John Dewey's theory of art and theory of inquiry. In addition, through comparing the theory of Nelson Goodman who rejected a dichotomy of science and art like Dewey with the concept of qualitative thought which connects John Dewey, a possibility of communicating between the knowledge education and the art education will be searched. Ultimately, it will be concluded that the subject called the knowledge's variability and relativity attended by the post-modern epistemology is deeply connected with the problem of aesthetic understanding, perceptional thought, or language of art through proving a continuity of the education studies' two core subjects; theory of knowledge and theory of art, and the aesthetics through re-examining the qualitative thought-focused Deweys' philosophy, and the 21st century's education must seek the education of the culture of knowledge from the artistic thought. Dewey's philosophy covers very broad and extreme directions ranging from the analysis of ordinary language of the Wittgenstein to M. Heidegger or M. Ponty's phenomenology. The genealogy of Dewey's theory of art accepted in this study which attempts to classify the relationship between the theory of art and the theory of knowledge continues to the analytic tendency in the area of holistic pragmatism which denies the dichotomy of art and science. The thought preliminarily integrates knowledge, action and emotion through perception. The meaning is the concept of the thought's product. The art means the concept of the event of experiences which produces the meaning. Knowledge means constant reconstruction. The concept of renewed instrumentality all comes from pragmatism. These concepts not only contact the tendency of recognitive aesthetics which is focused on the theory of taste, Baumgarten, Hume and Kant aesthetic understanding and perceptional knowledge, but also has the aesthetic study of cultural aspect as the free human conduct which is produced in the human culture and history. The person who represents such theory of pragmatism art is Dewey. Dewey's theory of pragmatism art integrates the cognition aspect and action aspect. By such reason, Dewey's theory of art attempts to return the aesthetic area of indifferent attitude which transcends all intellectual and moral interests on actuality and world into the area of intelligence and culture, as the unique emotional, instinctive cognition which is perfectly separated from the intelligence after the modern aesthetics is formed. To Dewey, the thought or inquiry means to the act of cognition which searches the meaning not the truth, and the process of knowledge as the procedure of inquiry from the pragmetic method which rejects the dichotomy of theory and praxis and confirms the meaning of concept as the sequence of action. That is, the thought or inquiry is the knowledge as the process that the human and the world generates the meaning through interaction in the given situation. Also, the art is the consummation of inquiry inquired in the continuous line of inquiry and is the experimental event which is full of the meaning not separated from the inquiry. Dewey didn't pursue the inquiry and the continuity of art as the perfection of inquiry to the end, but the inquiry and art is the separate-less continuous experience if the theoretical assumption called as the gradual separation in the aspect of continuity and growth is overcome. The qualitative thought which is represented the most clearly as the logic of artistic construction shows the feature of qualitative regulation which is common in the art and science. It results from Dewey's constant and strong insistence on similarity of science and art. The influence of such Dewey's theory of art is connected to the Language of Arts, Nelson Goodman's theory of art which equalizes the inquiry and art. The art as the inquiry or the art studies from the aspect of the qualitative thought is focused on the logic of artistic formation or the artistic thought shown in the art experiences. It shows that the art education will considerably contribute the cognitive progress towards the future not staying in the emotion cultivation or self-express training. It also shows that the art education engages with the core of the 21st century's knowledge education reform.