포스트모더니즘의 담론과 교육
The Discourse of Postmodernism and Education
0
조회
0
다운로드
8
인용
0
참고문헌
키워드
초록
The purpose of this thesis is to examine Postmodern theory of Discourse and its meanings in education. Specifically, the examination focused on construct of the theory of Postmodern knowledge and modes of meta-narrative and its implications in epistemology of education. Conclusions are as follows. The Postmodern theory of Discourse is an “open” one constructed in various discourse situations, and it is different from the knowledge based on modernism. Analysing the condition of “postmodern knowledge” in post-industrial society it counted on “language game theory” of Wittgenstein. This approach shows that it intended to nullify all trials that seek fallacious grand narrative by reifing rules which are supposed to function in a certain game, and to judge possibility of various discourse rules with the narrative. Modern scientific knowledge as a meta discourse, narrative knowledge can be characterized as sort of Petits recits(small stories). Narrative knowledge does not mean simply peripheral stories, like legend and tales. its transferring mode, as he said, can be featured as incommensurability among system of each knowledge. t accepts the possibility of various utterances and strengthens patience to tolerate difference. This is to construct a sort of a new ‘move’. Postmodern theory of Discourse permits us to see problems of meta narratives found in the various discourses of education. Also, it encourages us to criticize the practice of education embedded in so-called modernism with the pretensions to totality, and provides us with the base of theory to construct pragmatics we make in every real narrative situations. In this way, Postmodern theory of Discourse has meaningful implications in the practice of education
Abstract
The purpose of this thesis is to examine Postmodern theory of Discourse and its meanings in education. Specifically, the examination focused on construct of the theory of Postmodern knowledge and modes of meta-narrative and its implications in epistemology of education. Conclusions are as follows. The Postmodern theory of Discourse is an “open” one constructed in various discourse situations, and it is different from the knowledge based on modernism. Analysing the condition of “postmodern knowledge” in post-industrial society it counted on “language game theory” of Wittgenstein. This approach shows that it intended to nullify all trials that seek fallacious grand narrative by reifing rules which are supposed to function in a certain game, and to judge possibility of various discourse rules with the narrative. Modern scientific knowledge as a meta discourse, narrative knowledge can be characterized as sort of Petits recits(small stories). Narrative knowledge does not mean simply peripheral stories, like legend and tales. its transferring mode, as he said, can be featured as incommensurability among system of each knowledge. t accepts the possibility of various utterances and strengthens patience to tolerate difference. This is to construct a sort of a new ‘move’. Postmodern theory of Discourse permits us to see problems of meta narratives found in the various discourses of education. Also, it encourages us to criticize the practice of education embedded in so-called modernism with the pretensions to totality, and provides us with the base of theory to construct pragmatics we make in every real narrative situations. In this way, Postmodern theory of Discourse has meaningful implications in the practice of education
참고문헌 (33)
- 김욱동, "모더니즘과 포스트모더니즘" (1992), 현암사
- 목영해, "후현대주의 교육학" (1994), 교육과학사
- 박민정, "포스트모더니즘 담론과 교육과정 논의의 쟁점", 교육과정연구, 23(4), pp.37~57 (2005), 한국교육과정학회
- 박범석, "서구 근대의 지식관 형성배경에 관한 비판적 고찰", 교육철학, (26), pp.1~18 (2004), 한국교육철학회
- 이용환, "권력", 계약으로서의 지식과 교육과정, 2007, pp.25(1), 1~23[DOI]
- 이지중, "교육에서 언어와 존재자의 관계성 문제", 교육철학, 26, pp.59~82 (2004), 한국교육철학회
- 양옥승, "유아교육과정의 재개념화: 포스트모더니즘적 관점에서 유치원의 자유놀이에 대한 이해", 교육과정연구, 20(1), pp.53~73 (2002), 한국교육과정학회
- 정석환, "포스트모던 지식론과 그 교육적 의의", 박사, pp.2002
- 정석환, "포스트모던 숭고의 교육적 의미", 교육철학, 31, pp.91~114 (2007), 한국교육철학회
- 정석환, "포스트모던 과학교육의 정당화", 교육철학, 33, pp.255~286 (2007), 한국교육철학회
- 정호표, "현대교육철학" (2002), 교육과학사
- 정호표, "비절대적 지식관과 지식교육의 문제", 교육철학, (31), pp.115~133 (2007), 한국교육철학회
- 조무남, "교육과 사상의 발달" (2008), 교육과학사
- 최윤진, "제도교육의 재조명 -푸코와 료따르의 이론을 중심으로", 교육철학, (11), pp.91~116 (1993), 한국교육학회 교육철학연구회
- 한명희, "21세기 한국의 교육학", 교육학연구, 37(4) (1999), 한국교육학회
- 한일조, "민주사회와 교육에 대한 Rorty의 비전", 교육철학, 31, pp.179~194 (2007), 한국교육철학회
- Derrida,J., "Of Grammatology" (1976), Johns Hopkins Univ Press
- Derrida,J., "Position" (1981), University of Chicago Press
- Dhillon,P.A., "f Fractious Traditions and Family, Resemblance in the Philosophy of Education", Philosophy of Education (1996)
- Dickens,D.R., "포스트모더니즘과 사회논쟁" (1994), 현대미학사
- Foucault,M., "The Archaeology of Knowledge, & the discorse on language" (1972), Pantheon Book
- Hirst,P.H., "The Logic of Education" (1970), Routlede & Kegan Paul
- Hirst,P.H., "Knowledge and the curriculum" (1974), Routlede & Kegan Paul
- Horkheimer,M., "Critical Theory" (1972), Seabury press
- Lyotard,J.F., "Discours, figure" (1971), Klincksieck
- Lyotard,J.F., "The Postmodern Condition: A Report on Knowledge" (1984), University of Minnesota press
- Lyotard,J.F., "The Differend: Phrases in Dispute" (1988), The University of Minnesota Press
- Lyotard,J.F., "Wittgenstein ‘after’, in: Political Writings" (1993), Univ of Minnesota Press
- Nuyen A.T., "Postmodern Education As Sublimation", Educational Theory, 46(1) (1996)
- Peters,M., "Education and the Postmodern Condition: revisiting Jean Francois Lyotard", Journal of Philosophy of Education, pp.387~400 (1995)
- Peters,M., "Techno-Science, Rationality, and the University: Lyotard on the ‘Postmodern Condition’", Educational Theory, 39(2), pp.93~105 (1989)
- Rorty,R., "Consequences of Pragmatism" (1982), The Harverst Press
- Vygotsky,L.S., "Thought and Language" (1986), MIT Press