Bruner의 내러티브 논의에 기초한 교육문화학의 장르에 관한 학제적 연구
In Search of the Interdisciplinary Nature of Educational Culturology Based on Bruner's Narrative
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The discussion of the nature of pedagogyas a disciplinarygen re can be approached in various ways. At a historical stance, we may find the problem of science of education because scientific inquiry movement assume the tint of cause and effect tendency related to educational study. Now there are much consensus of the epistemology about educational study in the context of post-modern ages. Accordingly, we have to pay attention to new conception of epistemology of educational study and develop strategy of professional study in new genre of pedagogy. The purpose of this study is to search the interdisciplinary nature of educational culturology on the basis of narrative. There are many critics about the meaning and nature of doing research in context of educational study. The issue about educational epistemology is very important because the logic and practice of educational research are differently processed by the notion of knowledge. The positivistic notion of knowledge have overwhelmed the practice of folk pedagogy in the situation of curriculum implementation. So, the biased conception of science of education often brings about many problems in curriculum construction. Bruner have suggested two mode of thinking, paradigmatic and narrative mode of thought since 1980. School Knowledge have tied to paradigmatic mode of thought. So we need to search the interdisciplinary nature of educational culturology based on Bruner's narrative. We criticize technical rationality on knowledge and educational research in terms of Bruner's narrative and discuss practical knowledge through narrative. Furthermore we suggest educational culturology as a disciplinary genre by integrating the narrative epistemology, folk pedagogy and cultural psychology. The integrated approach focuses on narrative epistemology and cultural knowledge. In this paper we argue new conception of pedagogy is constructed on the basis of narrative thinking and cultural psychology. In the line of narrative thinking, educational culturology play the key role of science of education by agency, reflection, and collaboration.
Abstract
The discussion of the nature of pedagogyas a disciplinarygen re can be approached in various ways. At a historical stance, we may find the problem of science of education because scientific inquiry movement assume the tint of cause and effect tendency related to educational study. Now there are much consensus of the epistemology about educational study in the context of post-modern ages. Accordingly, we have to pay attention to new conception of epistemology of educational study and develop strategy of professional study in new genre of pedagogy. The purpose of this study is to search the interdisciplinary nature of educational culturology on the basis of narrative. There are many critics about the meaning and nature of doing research in context of educational study. The issue about educational epistemology is very important because the logic and practice of educational research are differently processed by the notion of knowledge. The positivistic notion of knowledge have overwhelmed the practice of folk pedagogy in the situation of curriculum implementation. So, the biased conception of science of education often brings about many problems in curriculum construction. Bruner have suggested two mode of thinking, paradigmatic and narrative mode of thought since 1980. School Knowledge have tied to paradigmatic mode of thought. So we need to search the interdisciplinary nature of educational culturology based on Bruner's narrative. We criticize technical rationality on knowledge and educational research in terms of Bruner's narrative and discuss practical knowledge through narrative. Furthermore we suggest educational culturology as a disciplinary genre by integrating the narrative epistemology, folk pedagogy and cultural psychology. The integrated approach focuses on narrative epistemology and cultural knowledge. In this paper we argue new conception of pedagogy is constructed on the basis of narrative thinking and cultural psychology. In the line of narrative thinking, educational culturology play the key role of science of education by agency, reflection, and collaboration.
참고문헌 (30)
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