변화하는 학습 개념과 그 교육적 의미

Abstract

The purpose of this study is to understand changing conceptions of 'learning,' which represent the current growing concerns about knowledge and learning, and to reflect upon their educational implications. It will contribute to dealing with the problems of classroom crises we face and the increasing demands of the knowledge-based society. First, I deal with the conception of learning representing the socio-economic concerns, based upon the theories currently emerging from the fields of economics and management such as the knowledge creation theory focused on the practical know-how. They are in part conducive to developing a changed perspective on learning for school education; however, they fail to consider the educational values. Secondly, I explore the different paradigms in the field of psychology, which represents the theoretical concern on learning. The mainstream paradigms during the 20th century in psychology are in gradual change due to the revolution in the study of the mind for the last couple of decades with new development of technological devices. The postmodern neuroscience paradigm views learning as continuous with the active life-process. Thirdly, I illuminate the new understanding of learning in the field of so-called learning science, which gives insight for elaborating effective methods of learning and instruction. The major analyses are focused on the precondition of active learners, brain function, transfer of learning, meta-cognition, the socio-cultural contexts of learning. In sum, the current changing conceptions of learning require that educators reconsider the habituated meaning and method of classroom learning. A reconstructed perspective on educative learning is to be based not only upon the most developed scientific understanding of how people learn but also upon critical reflections on the educational values.