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과학적 실행으로서‘관찰’의 재고 - Merleau-Ponty의 몸 지각을 중심으로 -

Rethinking Observation as a Scientific Practice - A Merleau-Pontian Perspective on Embodied Perception -

이혜경|이선경|신명경|권경필
한국생물교육학회 (The Korean Society of Biology Education)|2024.06|생물교육 (BIOLOGY EDUCATION)|제52권 제2호|pp. 204-217|DOI 10.15717/bioedu.2024.52.2.204

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키워드

perceptionbodyMerleau-Pontyscientific practiceobservation
주제분류교육학

초록

This paper aims to rethinking the concept of scientific observation in school education through the perspective of Merleau-Ponty's embodied perception and to propose corresponding pedagogical implications. Drawing on science curricula and educational literature, observation is recognized as a fundamental aspect of the inquiry process, contributing significantly to the establishment of objective knowledge. Observation-based activities involve direct sensory engagement, spanning both macroscopic and microscopic observations facilitated by experimental tools. Traditionally, scientific observation has been understood within a framework of analyzing and synthesizing sensory perceptions, rooted in the observer-observed dichotomy of modern epistemology. In contrast, Merleau-Ponty's view presents sensory perception as an orientation to the world, emphasizing interaction and bodily reflection between observer and object within a holistic and integrated process. This paper discusses the implications of Merleau-Ponty's perspective for observation, highlighting its emphasis on embodied perception as a holistic sensation and its influence on the formation of bodily attitudes through circular causality. Additionally, this paper proposes pedagogical approaches grounded in this world-oriented perspective to enrich students' engagement with scientific inquiry.

Abstract

This paper aims to rethinking the concept of scientific observation in school education through the perspective of Merleau-Ponty's embodied perception and to propose corresponding pedagogical implications. Drawing on science curricula and educational literature, observation is recognized as a fundamental aspect of the inquiry process, contributing significantly to the establishment of objective knowledge. Observation-based activities involve direct sensory engagement, spanning both macroscopic and microscopic observations facilitated by experimental tools. Traditionally, scientific observation has been understood within a framework of analyzing and synthesizing sensory perceptions, rooted in the observer-observed dichotomy of modern epistemology. In contrast, Merleau-Ponty's view presents sensory perception as an orientation to the world, emphasizing interaction and bodily reflection between observer and object within a holistic and integrated process. This paper discusses the implications of Merleau-Ponty's perspective for observation, highlighting its emphasis on embodied perception as a holistic sensation and its influence on the formation of bodily attitudes through circular causality. Additionally, this paper proposes pedagogical approaches grounded in this world-oriented perspective to enrich students' engagement with scientific inquiry.

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