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고등사고력 교육의 조건: 교사의 지성

Teachers' intelligence and higher order thinking education

최석민
한국교육철학회 (The Philophy Of Education Society Of Korea)|2009.12|교육철학 (Philosophy of Education)|제39호|pp. 299-324|DOI 10.22918/pesk..39.200912.299

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주제분류교육학

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Abstract

Usually, on higher order thinking education, teachers have been accused of his/her insufficient knowledge and expertness. But I pointed out two structural problems in Korean school: the mechanical application of ready-made teaching materials and teacher-proof approach in thinking education. Both of them stemmed from traditional culture of teaching in Korean schools that teacher should teach what he/she already knew about thoroughly. But the intelligence of teachers couldn't be grown up in this atmosphere in that intelligence had come with the genuine problem as Dewey had argued in Democracy and Education. Without the proper uses of intelligence of teachers, higher thinking education couldn't be succeed because teacher himself should decide the concept of creativity or criticalness of thinking, the main approach of teaching it. This is because teaching of higher order thinking is not to be confined to a specific period or area of teaching. It may instead have to be diffused over all the subject areas of teaching. So to speak, It would have to fall under the rubric of the good learning. It would also have to be emphasized as one, only one, -- not the one -- element of good learning. It would have to be under the umbrella of holistic learning, for the overall educational interest as well as its specific effect. In conclusion, the infusion model of education with teachers' intelligence, not programmed approach, might be successfully adopted as one of the dominant approaches in teaching of higher order thinking. Dewey's concept of the creativity and Peters' analysis of the good education support this common sense.

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