비고츠키의 사회적인 것의 개념에 비추어 본 상황학습에 대한 비판적 검토
A Critical Review of Situated Learning Reflected in Light of Vygotsky's Concept of the Social
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
In this essay we suggest that Vygotsky's concept of the social provide the missing meaning for the concept of the social in the theory of situated learning by Lave and Wenger. According to Park, Vygotsky expanded the concept of the social so that it means not only interactions among people but also whatever socio-cultural-historical factors that constitute the patterns of the interactions. However, Park's claim of Vygotsky's expanding the concept lacks textual evidence. Vygotsky uses the term "social" to refer to the fact that both human and child development have a unique feature that is absent in animal development. The unique feature is that the basis of the development is the function of collaboration, or command, as a way of controlling behavior as well as mental functions. The function of collaboration initially manifest in the form of activity in which others command the child and then in the form of mental operation by the child. Behind such uses of the term "social" lies Vygotsky's concept of the social, namely that human and animal are qualitatively different; the basis of child development from the beginning to the end is the function of collaboration; man is social being in the sense that one can be free and independent by controlling her mental functions in the way she was controlled by others.
Abstract
In this essay we suggest that Vygotsky's concept of the social provide the missing meaning for the concept of the social in the theory of situated learning by Lave and Wenger. According to Park, Vygotsky expanded the concept of the social so that it means not only interactions among people but also whatever socio-cultural-historical factors that constitute the patterns of the interactions. However, Park's claim of Vygotsky's expanding the concept lacks textual evidence. Vygotsky uses the term "social" to refer to the fact that both human and child development have a unique feature that is absent in animal development. The unique feature is that the basis of the development is the function of collaboration, or command, as a way of controlling behavior as well as mental functions. The function of collaboration initially manifest in the form of activity in which others command the child and then in the form of mental operation by the child. Behind such uses of the term "social" lies Vygotsky's concept of the social, namely that human and animal are qualitatively different; the basis of child development from the beginning to the end is the function of collaboration; man is social being in the sense that one can be free and independent by controlling her mental functions in the way she was controlled by others.
참고문헌 (27)
- 박동섭, "Vygotsky의 아이디어에 있어서 '사회'의 다차원적 의미 고찰 및 복원", 한국교육사상연구회 학술논문집, 35, pp.1~15 (2007), 한국교육사상연구회
- 박동섭, "행위, 인지, 학습에 대한 대안적인 인식론으로서의 상황학습론", 초등교육연구, 21(1), pp.177~203 (2008)
- 박동섭, "Vygotsky 아이디어에 기초한 공동문제해결활동에 관한 연구의 발전양태", 아동교육, 17(2), pp.163~180 (2008)
- 박동섭, "상황학습론에 기초한 학습전이론의 비판적 고찰: 무시된 상황과 행위자의 능동성의 복원", 초등교육연구, 22(1), pp.459~489 (2009)
- 박동섭, "일상인지연구의 인식론적 전제에 관한 고찰", 초등교육연구, 24(1), pp.175~198 (2011)
- 박동섭, "문화적 실천으로서의 학습탐구: 마리는 과연 요리를 만들었는가?", 교육인류학연구, 14(2), pp.27~59 (2011)
- 박동섭, "획득의 학습에서 문화적 실천에의 참가로서의 학습으로", 교육인류학연구, 18(3), pp.1~35 (2015)
- 진보교육연구소 비고츠키교육학실천연구모임, "관계의 교육학, 비고츠키" (2015), 살림터
- Cox, A., "What Are Communities of Practice: A Comparative Review of Our Seminal Works", Journal of Information Science, 31(6), pp.527~540 (2005)
- Davydov, V. V., "Culture, Communication, and Cognition: Vygotskian Perspectives", pp.36~65 (1985), Cambridge University Press
- Engeström, Y., "Learning by Expanding: An Activity Theoretical Approach to Developmental Research" (2015), Cambridge University Press
- Lave, J., "Learning and Everyday Life: Access, Participation, and Changing Practice" (2019), Cambridge University Press
- Lave, J., "Situated Learning: Legitimate Peripheral Participation" (1991), Cambridge University Press
- Matusov, E., "Applying a Sociocultural Approach to Vygotskian Academia: 'Our Tsar Isn't Like Yours, and Yours Isn't Like Ours'", Culture & Psychology, 14(1), pp.5~35 (2008)
- Matusov, E., "Dialogue with Sociohistorical Vygotskian Academia about a Sociocultural Approach", Culture & Psychology, 14(1), pp.81~93 (2008)
- Miller, R., "Vygotsky in Perspective" (2011), Cambridge University Press
- Toomela, A., "Vygotskian Cultural-Historical and Sociocultural Approaches Represent Two Levels of Analysis : Complementary Instead of Opposition", Culture & Psychology, 14(1), pp.57~69 (2008)
- Wenger, E., "Communities of Practice: Learning, Meaning, and Identity" (1998), Cambridge University Press
- Wenger, E., "Cultivating Communities of Practice: A Guide to Managing Knowledge" (2002), Harvard Business School Press
- Wertsch, J. V., "Vygotsky and the Social Formation of Mind" (1985), Harvard University Press
- Vygotsky, L. S., "The Concept of Activity in Soviet Psychology", pp.134~143 (1981), M. E. Sharpe
- Vygotsky, L. S., "The Concept of Activity in Soviet Psychology", pp.144~188 (1981), M. E. Sharpe
- Vygotsky, L. S., "The Collected Works of L. S. Vygotsky. Volume 1: Problems of General Psychology. Including the Volume Thinking and Speech", pp.37~285 (1987), Plenum
- Vygotsky, L. S., "The Collected Works of L. S. Vygotsky. Volume 3: Problems of the Theory and History of Psychology", pp.91~107 (1997), Plenum
- Vygotsky, L. S., "L. S. Vygotsky's Pedological Works. Volume 2. The Problem of Age" (2021), Springer
- Vygotsky, L. S., "도구와 기호" (2012), 살림터
- Yasnitsky, A., "Review of the Book Vygotsky in Perspective , by R. Miller", Journal of the History of the Behavioral Sciences, 49(1), pp.108~111 (2013)