듀이의 “질성적 전체” 개념에서 본 교과의 의미
The nature of subject matter with respect to John Dewey's concept of 'qualitative whole'
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The study aims to bring out the nature of subject matter with respect to concept of 'qualitative whole' based upon John Dewey's theory of experience. The traditional viewpoint of subject matter is entirely dependent upon the assumption of knowledge and inquiry(or study) which can be justified only under the support of the metaphysics and epistemology of traditional philosophy. From the philosophical standpoint, all the existences have the fixed substances. They are isolated and independent from one others, and unchanging and permanent. Therefore, the subject matter is taken to be isolated and independent prepositions and items. But from the standpoint of Dewey's 'qualitative whole', study begins with funded whole knowledge, and ends with reconstructing a new whole. Therefore study is to develop and enlarge the whole knowledge. It means that study is not to discover the nature of the separate object as it is, but to construct the whole knowledge which is more reasonable, stable, and coherent than that prior to study or inquiry. Also the whole knowledge is not formed only by intellect or reason, but by various mode of thoughts. It embraces both emotional and intellectual nature inseparably fused. Finally, seen from the view of 'whole knowledge', the nature of subject matter is determined not by the logic of the subjects as discipline-centered curriculum theorists argue. The nature of subject matter is determined not by the logic of the subjects but by the whole situation of experience in which the whole results of experience, formed by the learner's whole career of living, transacts with the subjects. Learner's experience in which his whole mind meets with systematic subjects is fused with intellectual and qualitative modes of thought. Therefore, subject matter is by nature an whole which is integrated with practical, intellectual, emotional, and religious elements.
Abstract
The study aims to bring out the nature of subject matter with respect to concept of 'qualitative whole' based upon John Dewey's theory of experience. The traditional viewpoint of subject matter is entirely dependent upon the assumption of knowledge and inquiry(or study) which can be justified only under the support of the metaphysics and epistemology of traditional philosophy. From the philosophical standpoint, all the existences have the fixed substances. They are isolated and independent from one others, and unchanging and permanent. Therefore, the subject matter is taken to be isolated and independent prepositions and items. But from the standpoint of Dewey's 'qualitative whole', study begins with funded whole knowledge, and ends with reconstructing a new whole. Therefore study is to develop and enlarge the whole knowledge. It means that study is not to discover the nature of the separate object as it is, but to construct the whole knowledge which is more reasonable, stable, and coherent than that prior to study or inquiry. Also the whole knowledge is not formed only by intellect or reason, but by various mode of thoughts. It embraces both emotional and intellectual nature inseparably fused. Finally, seen from the view of 'whole knowledge', the nature of subject matter is determined not by the logic of the subjects as discipline-centered curriculum theorists argue. The nature of subject matter is determined not by the logic of the subjects but by the whole situation of experience in which the whole results of experience, formed by the learner's whole career of living, transacts with the subjects. Learner's experience in which his whole mind meets with systematic subjects is fused with intellectual and qualitative modes of thought. Therefore, subject matter is by nature an whole which is integrated with practical, intellectual, emotional, and religious elements.
참고문헌 (31)
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