듀이와 립먼의 ‘교육에서의 사고’
Reflections on ‘Thinking in Education’ by Dewey and Lipman
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The connection between Dewey and Lipman in the concept of thought is significant. Lipman, like Dewey, accepts Dewey’s concept of quality. Additionally, he partially accepts Dewey’s concept of reflective thinking. However, ‘thinking in education’ between Dewey and Lipman exhibits more differences than similarities. While they both emphasize education for thinking and at least value the process of reflective thinking, they place ‘thinking in education’ on different philosophical and pedagogical horizons. Dewey’s ‘thinking in education’ could be interpreted as education for ‘experience’, whereas Lipman’s ‘thinking in education’ aims at fostering thinking itself. The former’s emphasis on training thinking habits and the latter’s emphasis on cultivating thinking skills also reveal these characteristics. Dewey and Lipman’s ‘thinking in education’ each has independent meaning within different philosophies and paradigms. Although they are not easily compatible, when seeking better education, their insights will serve as a foundation for discussions to form new pedagogy.
Abstract
The connection between Dewey and Lipman in the concept of thought is significant. Lipman, like Dewey, accepts Dewey’s concept of quality. Additionally, he partially accepts Dewey’s concept of reflective thinking. However, ‘thinking in education’ between Dewey and Lipman exhibits more differences than similarities. While they both emphasize education for thinking and at least value the process of reflective thinking, they place ‘thinking in education’ on different philosophical and pedagogical horizons. Dewey’s ‘thinking in education’ could be interpreted as education for ‘experience’, whereas Lipman’s ‘thinking in education’ aims at fostering thinking itself. The former’s emphasis on training thinking habits and the latter’s emphasis on cultivating thinking skills also reveal these characteristics. Dewey and Lipman’s ‘thinking in education’ each has independent meaning within different philosophies and paradigms. Although they are not easily compatible, when seeking better education, their insights will serve as a foundation for discussions to form new pedagogy.
참고문헌 (28)
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