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존 듀이 의식이론의 교육적 의미 탐구

A Study on Educational Implications of the Consciousness Theory of John Dewey

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한국교육철학회 (The Philophy Of Education Society Of Korea)|2009.12|교육철학 (Philosophy of Education)|제39호|pp. 191-221|DOI 10.22918/pesk..39.200912.191

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Abstract

The aim of this study is to analyse of elements and structure of consciousness theory in the 1887 Psychology written by John Dewey, and to research its educational implications. Conclusions are as follows: Firstly, consciousness theory articulated in first edition of Dewey's Psychology was influenced by neo-Hegelian G. S. Hall, and then characteristics of its theory was metaphysical and idealistic. But after of researching the work of William James, his approach to consciousness changed surprisingly from idealistic to experimental. His experimental approach and scientific attitude to it influenced the formation and development of advanced theories in his epistemology, axiology and pedagogy. Secondly, the structure of consciousness expressed by Dewey has three forms such as knowledge, feeling and will(or volition). This forms are too dynamic and unitary. Dewey considered cognition, feeling, will to be integral functions of each self. The tripartite functions of self, moreover, are unified in will. In other word, will combines subjective feeling and objective knowledge as one self. Will regulates impulse because it powers some stimulus into activity of self. In this view point, his theory of consciousness differs from traditional theories about consciousness for emphasizing dynamic relations and functions. Thirdly, Dewey's theory of consciousness will give some important implications to educational field. It is necessary to fundamental arguments about conscious conditions of learners as a human. For it is impossible to establish some aim of learning, to organize meaningful contents of learning, and also to create some effective methods of learning without consideration of this conditions. And it is important to construct and organize the contents and methods of learning for widening and deepening of educational experiences. Then consciousness and experiences of learners interact each other, so then they will produce some meaningful results of learning in this process.

참고문헌 (35)

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관련 논문AI추천

Dewey의 의지 개념과 그 교육적 의미이병승한국교육철학회 · 교육철학2005 · 제27호듀이의 교육사상최관경한국교육사상학회 · 교육사상연구2006 · 제18호Dewey에 있어 경험과 교육의 관계송도선한국교육철학회 · 교육철학2004 · 제25호듀이의 학생의 본성에 대한 이해와 교육이준수한국교육철학회 · 교육철학2009 · 제39호lohn Dewey의 敎育的 價植論에 關한 硏究정인석인문과학연구소 · 인문과학연구논총1985 · 제3호John Dewey의 지성 개념과 창의성 교육박영근, 천정미한국교육철학회 · 교육철학2002 · 제20호

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