어린이철학교육의 내러티브적 이해
A Study on Narrative Understanding of Philosophy Education for Children
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This study aims to provide a clue that solves the problem of the 'philosophy education for children'. The possibility of the 'philosophy education for children' has been discussed throughout history. It began in earnest in the late 20th century, especially 'Lipman' in the U.S. and IAPC. 'Philosophy education for children' took shape the ideas, of 'philosophy for children' and 'philosophy with children'. Since then, it has come into wide use all over the world. However, there are some problems that are insufficient of critical and reflective researches; theories disconnected from educational practice, the lack of support by educational authorities and the deficiency of talented teachers. Because of these factors, 'philosophy education for children' is having a 1hard time to sustain growth and practical activity. These are the limits of 'paradigmatic thought' which comes from Bruner's idea. The limits will be able to solve through interaction between theories and practices in the sense of hermeneutics, and process that works to practical reasoning. As the process for better practice of 'philosophy education for children', I want you to approach 'narrative thought' on it. There are already enough underlying narratives in 'philosophy education for children', this narrative stated does not only use the story from a textbook or the skill for teaching, but also includes the narrative form in 'philosophy education for children'. The overall direction of research about 'philosophy education for children' should be changed from analysis to interpretation. Addedly stories have to use the thing as a means of transforming thought and action for practical reasoning and practice of 'philosophy education for children'. I wish, then, to place the philosophical discourse about 'philosophy education for children' in a more narrative form so that practices are brought out in greater detail.
Abstract
This study aims to provide a clue that solves the problem of the 'philosophy education for children'. The possibility of the 'philosophy education for children' has been discussed throughout history. It began in earnest in the late 20th century, especially 'Lipman' in the U.S. and IAPC. 'Philosophy education for children' took shape the ideas, of 'philosophy for children' and 'philosophy with children'. Since then, it has come into wide use all over the world. However, there are some problems that are insufficient of critical and reflective researches; theories disconnected from educational practice, the lack of support by educational authorities and the deficiency of talented teachers. Because of these factors, 'philosophy education for children' is having a 1hard time to sustain growth and practical activity. These are the limits of 'paradigmatic thought' which comes from Bruner's idea. The limits will be able to solve through interaction between theories and practices in the sense of hermeneutics, and process that works to practical reasoning. As the process for better practice of 'philosophy education for children', I want you to approach 'narrative thought' on it. There are already enough underlying narratives in 'philosophy education for children', this narrative stated does not only use the story from a textbook or the skill for teaching, but also includes the narrative form in 'philosophy education for children'. The overall direction of research about 'philosophy education for children' should be changed from analysis to interpretation. Addedly stories have to use the thing as a means of transforming thought and action for practical reasoning and practice of 'philosophy education for children'. I wish, then, to place the philosophical discourse about 'philosophy education for children' in a more narrative form so that practices are brought out in greater detail.
참고문헌 (18)
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