듀이에 있어 체험과 이론 교육의 균형문제

Abstract

The main aim of this study is to examine John Dewey's view on the balance between direct experience and theoretical learning in education. According to him, there are two modes of experience, direct experience and indirect experience. The former is immediate experience we go through when we actively engage in the situation at hands. The latter is mediated experience we have when we learn by representative media of language or symbols. Theoretical learning is likely to fall into a danger when it is not accompanied with actual vitality, while having advantages of getting us acquire more knowledge through little effort. Dewey thinks that formal schooling in society of civilization has depended excessively on theoretical learning by books, which has brought about seriously harmful effects on education. On the other hand, education through direct experience has a qualitative superiority since it enables learners to mobilize their instinctive impulse and interest, so as to lead them into active interaction with their environment. Dewey thinks that this method needs to be far more employed in education than theoretical learning because it would promote learners' continuous growth of their experience. However, it should be recognized that Dewey's true intention lies in keeping a balance between the two methods of education, not to exclude the other, even if he indicates the danger of theoretical learning and emphasizes the qualitative superiority of the other. This principle of Dewey's is to be applied to all levels of education, but the ratio of direct experience can be reduced as students proceed to higher levels of schools.