듀이와 브루너의 교육이론에서 내러티브의 가치 탐구: 통합의 관점에서
In Search of the Value of Narrative in Dewey and Bruner's Educational Theory
0
조회
0
다운로드
30
인용
0
참고문헌
키워드
초록
The purpose of this study is to search the value of narrative in Dewey and Bruner's educational theory. We may encounter many critics about the nature and epistemological stance of experience and knowledge in Dewey and Bruner. In educational discourse, the relationship between experience and knowledge is misunderstood because of its signifier within name and our cognition. This study focuses on ways of making meaning of experience based on Bruner’s narrative. Dewey have less positive stance of making meaning of experience. Bruner have changed his viewpoint of the theory since 1980. Knowledge is a model we construct to give meaning and structure to regularities in experience. So we need to search the value of narrative of knowledge and experience. Narrative is our general mode of experience. Narrative is human and language process. In Bruner, narrative is interpreted a variety of way according to mechanism of knowledge construction, but it is composed by the main idea of cultural psychology, narrative thought, and hermeneutic of meaning-making etc. Thus the idea of experience and knowledge is reconstructed by narrative epistemology.
Abstract
The purpose of this study is to search the value of narrative in Dewey and Bruner's educational theory. We may encounter many critics about the nature and epistemological stance of experience and knowledge in Dewey and Bruner. In educational discourse, the relationship between experience and knowledge is misunderstood because of its signifier within name and our cognition. This study focuses on ways of making meaning of experience based on Bruner’s narrative. Dewey have less positive stance of making meaning of experience. Bruner have changed his viewpoint of the theory since 1980. Knowledge is a model we construct to give meaning and structure to regularities in experience. So we need to search the value of narrative of knowledge and experience. Narrative is our general mode of experience. Narrative is human and language process. In Bruner, narrative is interpreted a variety of way according to mechanism of knowledge construction, but it is composed by the main idea of cultural psychology, narrative thought, and hermeneutic of meaning-making etc. Thus the idea of experience and knowledge is reconstructed by narrative epistemology.
참고문헌 (34)
- 강현석, "지식구조론 이후의 Bruner의 교육과정 이론 탐구", 교육과정연구, 16(2), pp.105~128 (1998), 한국교육과정학회
- 강현석, "문화주의적 교육과정이론: Bruner의 내러티브 탐구, In 교육과학과 교과교육의 실제", pp.85~106 (2003), 교육과학사
- 강현석, "지식구조론의 재구성을 통한 교육과정 설계 원리의 구성", 교육과정연구, 22(2), pp.55~85 (2004), 한국교육과정학회
- 강현석, "합리주의적 교육과정 체제에서 배제된 내러티브 교육과정의 가능성과교과목 개발의 방향 탐색", 교육과정연구, 23(2), pp.83~115 (2005), 한국교육과정학회
- 강현석, "Bruner의 교육과정 이론에서 지식의 재해석 : 지식의 구조와 내러티브의 관계", 교육철학, (38), pp.1~34 (2009), 한국교육철학회
- 강현석, "내러티브, 학교교육을 다시 디자인하다" (2013), 창지사
- 박민정, "내러티브란 무엇인가?: 이야기 만들기, 의미구성, 커뮤니케이션의 해석학적 순환", 아시아교육연구, 7(4), pp.27~47 (2006), 교육연구소
- 박봉목, "위대한 사상가들 Ⅳ" (2000), 교육과학사
- 경험과 교육, "아동과 교육과정", pp.2002, 박철홍
- 소경희, "교사양성 교육과정에 있어서 ‘내러티브 탐구(narrative inquiry)'의 함의", 교육학연구, 42(4), pp.189~211 (2004), 한국교육학회
- 엄태동, "존듀이의 경험과 교육과정" (2001), 원미사
- Bruner, J. S., "The Process of Education" (1960), Harvard Univ. Press
- Bruner, J. S., "On going beyond the information given, In Contemporary approaches to cognition" (1964), Harvard University Press
- Bruner, J. S., "In Search of Mind" (1983), Harper & Row Publishers
- Bruner, J. S., "Narrative and Paradigmatic Models of Thought, In Learning and Teaching the Ways of Knowing: NSSE" (1985), Univ. of Chicago Press
- Bruner, J. S., "Actual Minds, Possible Worlds" (1986), Harvard Univ. Press
- Bruner, J. S., "Life as Narrative", Social Research, 54(1) (1987)
- Bruner, J. S., "Culture and Human Development: A New Look", Human Development, 33 (1990)
- Bruner, J. S., "Acts of Meaning" (1990), Harvard Univ. Press
- Bruner, J. S., "The Culture of Education" (1996), Harvard Univ. Press
- Crites, S., "The narrative quality of experience", Journal of the American Academey of Religion, 39, pp.291~311 (1971)
- Dewey. J., "Philosophy and Civilization" (1969), Peter Smith
- Dewey. J., "Experience and Nature" (1971), Open Court Publishing
- Gergen, K. J., "The Social Constructionist Movement in Modern Psychology", American Psychologist, 40, pp.266~275 (1985)
- Goodman, N., "Ways of Worldmaking" (1978), Hackett
- Hopkins, R. L., "Narrative schooling" (1994), Teachers College Press
- Olson, D., "Possible Minds : Reflection on Bruner's Recent Writings on Mind and Self", Human Development, 33 (1990)
- Olson, Margaret R., "Conceptualizing Narrative Authority: Implications for Teacher Education", Teaching & Teacher Education, 11(2), pp.119~135 (1995)
- Ricoeur, P., "What is a Text?, In A Ricoeur reader: Reflection and imagination" (1990), University of Toronto Press
- Polkinghorne, D., "Narrative knowing and the human science" (1988), SUNY Press
- Polkinghorne, D., "Narrative configuration in Qualitative analysis", Qualitative studies in education, 8(1) (1995)
- Vygotsky, L., "Thought and Language" (1962), MIT Press
- White, H., "The Value of Narrativity in the Representation of Reality, In On Narrative", pp.1~23 (1981), The University of Chicago Press
- Witherell, C., "Stories lives tell: Narrative and Dialogue in education" (1991), Teachers College Press