듀이의 ‘교과의 진보적 조직’에 비추어 본 통합교육과정의 재개념화
Re-conceptualization of Integrated Curriculum based on Dewey's ‘Progressive Organization of Subject Matter
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The purpose of this study is to re-conceptualize integrated curriculum based on Dewey's ‘Progressive organization of subject matter’. Dewey insists that ‘subject matter of educator’ and ‘subject matter of learner’ is related and different method in our schooling. In processing of this change from educator to learner, we found the significance between the subject matter and our life. Progressive organization of subject matter should be treated over analysis of simple dimension, and we must consider another dimension, that is, integrity at the same time. On the other hand, integrated curriculum is used to limited and narrow meaning without considering subject or personality of experience itself which become target of integration. Also, in the view of current Korea's school curriculum, we must pursue the nature of purpose or essence of integration in the study of integration That is, we need to conceptualize developing progressive organization of subject matter and experience according to the meaning of ‘dual integrity’ discussed as basis of reconceptualizing in this study. In these process, we can suggest that the approach to nature and essence of integrated curriculum should involve the understanding of progressive meaning and re-interpreted conception of subject. In the future we should consider the expanded conception of Dewey's ‘Progressive organization of subject matter’ and the nature of curriculum integration in curriculum study.
Abstract
The purpose of this study is to re-conceptualize integrated curriculum based on Dewey's ‘Progressive organization of subject matter’. Dewey insists that ‘subject matter of educator’ and ‘subject matter of learner’ is related and different method in our schooling. In processing of this change from educator to learner, we found the significance between the subject matter and our life. Progressive organization of subject matter should be treated over analysis of simple dimension, and we must consider another dimension, that is, integrity at the same time. On the other hand, integrated curriculum is used to limited and narrow meaning without considering subject or personality of experience itself which become target of integration. Also, in the view of current Korea's school curriculum, we must pursue the nature of purpose or essence of integration in the study of integration That is, we need to conceptualize developing progressive organization of subject matter and experience according to the meaning of ‘dual integrity’ discussed as basis of reconceptualizing in this study. In these process, we can suggest that the approach to nature and essence of integrated curriculum should involve the understanding of progressive meaning and re-interpreted conception of subject. In the future we should consider the expanded conception of Dewey's ‘Progressive organization of subject matter’ and the nature of curriculum integration in curriculum study.
참고문헌 (38)
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