바슐라르와 뒤랑의 상상력 재발견과 그 교육적 함의
Rediscovery of Bachelard and Durand's Imagination and its Educational Implications
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The Purpose of this thesis is to study the sense of Bachelard and Durand's imagination and its educational Implications The fact that the Platonic tradition has stood for so long in Western culture indicates that image and imagination serve less function in objectivism and rationalism. Bachelard and Durand present a new ontological position of imagination based on Kant and Sartre's renewal theories. Imagination is not merely an aggregating faculty of image but also characteristically a shaping and deformative capacity. Typically imagination involves understanding in terms of the aggregating and modifying faculty of mental image. We are thus led to a theory of imagination that is dependent on understanding. Imagination is inborn and learned powers in the child that develop as his mental capacities are established through his interaction with the environment. The environment must itself be open, free, and based on freedom in order for the child to organize his image of it. He perceives the dominant characteristics of things, and thus succeeds in associating their images, and shaping them in the foreground of consciousness. In this imaging process, teachers must attend a cultural complex. Because the cultural complex prevented us from free imagination, teachers must serve as providers of not merely materials of packaged knowledge but cues that stimulate imagination.
Abstract
The Purpose of this thesis is to study the sense of Bachelard and Durand's imagination and its educational Implications The fact that the Platonic tradition has stood for so long in Western culture indicates that image and imagination serve less function in objectivism and rationalism. Bachelard and Durand present a new ontological position of imagination based on Kant and Sartre's renewal theories. Imagination is not merely an aggregating faculty of image but also characteristically a shaping and deformative capacity. Typically imagination involves understanding in terms of the aggregating and modifying faculty of mental image. We are thus led to a theory of imagination that is dependent on understanding. Imagination is inborn and learned powers in the child that develop as his mental capacities are established through his interaction with the environment. The environment must itself be open, free, and based on freedom in order for the child to organize his image of it. He perceives the dominant characteristics of things, and thus succeeds in associating their images, and shaping them in the foreground of consciousness. In this imaging process, teachers must attend a cultural complex. Because the cultural complex prevented us from free imagination, teachers must serve as providers of not merely materials of packaged knowledge but cues that stimulate imagination.
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