활동을 통해서 성장하는 듀이의 목적 개념에 비추어 본 교육목적의 성격
The nature of educational aim with respect to Dewey's concept of 'end in view' which develops out of the process of activities
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본 연구는 활동의 과정을 통해서 성장하는 듀이의 목적 개념에 비추어서 교육목적의 성격을 밝히는 것이다. 전통적인 목적관 특히 아리스토텔레스와 헤겔의 경우에 있어서 목적과 변화의 관계는 변화를 인정한다 하더라도 궁극적이고 절대적인 목적에 갇혀진 변화이다. 따라서 이 경우에 있어서 교육은 이미 결정되어 있는 목적에 비추어서 규정되기 때문에 진정한 의미에서 성장을 이끄는 활동이 아니라 동화가 본질이다. 반면 상호작용하는 열린 세계를 잘 반영하고 있는 듀이의 “활동 속에서 ‘형성되는 목적’”(end-in-view)은 상호작용 특히 교변작용의 과정과 결과에 의해서 규정되는 열린 가능성으로서 목적이기 때문에 실제적인 활동을 통해서만 구체화될 수 있다. 또한 이 목적은 현재 진행 중인 활동 즉 수단이나 과정이 되는 요소들에 기초해서 형성되고 유지되기 때문에 활동이 어떻게 진행되느냐에 따라 달라지는 경험적 구성물이 된다. 따라서 목적은 활동을 통해서 끊임없이 변화하고 성장하게 된다. 이상의 논의를 기초로 할 때 교육은 변화하는 상황에 적절히 대응해 나가면서 활동을 주도하는 열린 마음의 소유자를 길러낼 수 있다.
Abstract
The purpose of this essay is to inquire into the nature of educational aim with respect to Dewey's concept of end in view which continuously develops and is reconstructed out of the process of activities. Traditionally, the idea of aim has been mainly established by the eternally and permanently valuable things which can be justified irrespective of the factors in process of activities. That is, aim is taken not to emerge from and reconstruct through the process of activities, but to be fixed, final, and worthwhile on its own. According to the traditional thinking, the directions of human life are settled downwards by the predetermined aim. For Dewey, whose philosophy focused upon the overcoming the traditional metaphysics, things in the nature are related with other things, and determined by way of interacting with them. Therefore the world is not fixed and determined, but changing and reconstructing, which is open to every kind of possibilities. Accordingly to this view, the end of the world is changing and open; likewise aim is conditional, hypothetical, and changing. The aim which corresponds to the open world can be properly formulates as 'end in view' which completely contrasts to traditional's view of end. The aim as 'end in view' is at first very vague and suggestive; however it can be clarified and materialized with the advance of the ongoing activities. Through the process of practical activities, new conditions emerge and are disclosed which was overlooked at the beginning stage of activities. The conditions call for the revision of the original aim. Thus aim emerges and is formed as the present activities develop and is modified as the related conditions change. Aim constantly develops whenever it is tested in the activities. In sum, the concrete form of aim is only confirmed through practical activities. In conclusion, Dewey's view of 'end in view' suggests and implies a new concept of educational aim. 1) For his view, educational aim is intrinsic to educational activities and doing educational activities well are themselves the major aim of education. 2) Human beings who cultivate open mind are most congenial to the open world. Thus cultivating the open mind is one of the main aim of education. 3) The open mind can be cultivated not by learning preexistent and absolute knowledge, but by acquiring knowledge which is meaningful to the learners. Such knowledge can be properly acquired by understanding their own living and experience in a honest manner. By the process the learners can construct and formulate knowledge meaningful to them. Acquiring knowledge meaningful to the learners is the major aim of education implied with the real process of education.
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