리쾨르 해석학과 듀이 경험론의 간주관성에 대한 교육적 고찰

Abstract

The Dewey’s experience theory put reason of human thinking operation as a prominent position and suggested a new direction for dualism which strictly separated human mentality and body. According to Dewey, true mentality is consistent interaction of human beings with environment and when thinking and body becomes united, it can be acquired. In addition, our life is the whole course of experiences and through this life and experiences, mentality is revealed and realized. Namely, life itself is a course of mental investigation and the essence of investigation is an integrated shape of reason and behavior of our recognition and will. Ricoeur reestablished interpretation as a creative course to form a new ego distinguished from the present appearance through the text of a direct medium by human beings and suggested a new direction for the existing analysis. The traditional analysis directly intervenes given data and shows the objective and passive aspect to derive only its meaning. However, Ricoeur’s analysis contains the existential color for the course of self-understanding. When our life is considered to be consistent communication of conversation and the whole course through experiential recomposition, there must exist a responsive factor between the Ricoeur’s analytic viewpoint and the Dewey’s experience theory. This paper clarifies the Ricoeur’s analysis and the Dewey’s experience theory as ‘creative harmony’ in the inter-subjective aspect and analyzes mutual core notions that recognition and will of the main body in life is experience and interpretation. It emphasizes how the theories of Dewey and Ricoeur prepare for a point of contact in some parts and what undertone they draw pedagogically through this. We could understand that experience and interpretation are the crystal of investigation in which thinking and behavior, namely recognition and will are dissolved. In addition, investigation is a new discovery of ego and is the recovery of the main body. In this aspect, The inter-subjective point of contact of the Ricoeur’s analysis and the Dewey’s experience theory under the maximization of economic efficiency, can operates as a basis of an alternative thinking to overcome the educational blind point of the modern education which the educational subjects are alienated in and which takes educational only a means.