교육이론의 두 가지 측면: 교육이론의 실제성과 실제적 지식의 언어화
Two Aspects of ‘Educational Theory’
0
조회
0
다운로드
5
인용
0
참고문헌
키워드
초록
The examination of ‘educational theory’ lies in the centre of the inquiry on what education really does. The nature of educational theory should be minutely scrutinized either if education discipline is to be considered as one discipline which cannot be reduced to any other discipline or if educational theories are to improve the educational practices. The study has tried to tackle two aspects of ‘educational theory’. The one is the educational theory whose main function as an academic activity is to describe and explain the phenomena of education. The other is the educational theory to improve the practices of education. Whereas the former is the ‘explaining theory’ dubbed as E-theory, the latter is the ‘guiding principle’ as G-theory. The arguments for and against the both have been found in the classical debates between D. J. O'Connor and P. H. Hirst. As a result of examination, G-theory is quite adequate for the educational theories, which are composed of practical knowledges. The practicability of educational theory is the most significant feature among others. For this, the Greek notion ‘arete’ and the Zen Buddhist notion ‘correct function’ have been examined so that the nature of educational theory consists in the notions such like ‘practices’ as MacIntyre has asserted and ‘practical knowledge’ in the post-Hirstian theory. Despite its difficulties of non-articulation, however, the educational theory cannot exist beyond the area of languages to be articulated. There is no even guarantee for practicability of educational theories without any aids by articulated languages. The modes of representation, as shown in the theories of J. Piaget and J. S. Bruner, are the quite examples for this case that always requires the articulated codes, languages and the like for grasping the practical theory. In a conclusion, as the paper has demonstrated, the practicability of educational terms and the articulation of practical knowledge are the necessary requirements for the educational theories that actually work in the practices of education.
Abstract
The examination of ‘educational theory’ lies in the centre of the inquiry on what education really does. The nature of educational theory should be minutely scrutinized either if education discipline is to be considered as one discipline which cannot be reduced to any other discipline or if educational theories are to improve the educational practices. The study has tried to tackle two aspects of ‘educational theory’. The one is the educational theory whose main function as an academic activity is to describe and explain the phenomena of education. The other is the educational theory to improve the practices of education. Whereas the former is the ‘explaining theory’ dubbed as E-theory, the latter is the ‘guiding principle’ as G-theory. The arguments for and against the both have been found in the classical debates between D. J. O'Connor and P. H. Hirst. As a result of examination, G-theory is quite adequate for the educational theories, which are composed of practical knowledges. The practicability of educational theory is the most significant feature among others. For this, the Greek notion ‘arete’ and the Zen Buddhist notion ‘correct function’ have been examined so that the nature of educational theory consists in the notions such like ‘practices’ as MacIntyre has asserted and ‘practical knowledge’ in the post-Hirstian theory. Despite its difficulties of non-articulation, however, the educational theory cannot exist beyond the area of languages to be articulated. There is no even guarantee for practicability of educational theories without any aids by articulated languages. The modes of representation, as shown in the theories of J. Piaget and J. S. Bruner, are the quite examples for this case that always requires the articulated codes, languages and the like for grasping the practical theory. In a conclusion, as the paper has demonstrated, the practicability of educational terms and the articulation of practical knowledge are the necessary requirements for the educational theories that actually work in the practices of education.
참고문헌 (31)
- 숭산, "선의 나침반(1)(현각 편)" (2001), 열림원
- 숭산, "선의 나침반(2)(현각 편)" (2001), 열림원
- 장상호, "행동과학의 연구논리" (1977), 교육출판사
- 장상호, "행동과학의 문제와 방법론" (1977), 교육출판사
- 장상호, "개인적 지식의 확장" (1994), 교육과학사
- 정병조, "지혜의 완성:반야심경" (1979), 동국대학교 역경원
- 조무남, "교육과 사상의 발달" (2008), 교육과학사
- 홍은숙, "교육의 개념" (2007), 교육과학사
- Dearden,R.F., "Instruction and Learning by Discovery in: The Concept of Education" (1967), Routledge and Kegan Paul
- Dewey,J., "Democracy and Education" (1916), Free Press
- Hirst,P.H., "Liberal Education and the Nature of Knowledge in : Philosophical Analysis and Education" (1965), Routledge and Kegan Paul
- Hirst,P.H., "Educational Theory”. in: The Study of Education" (1966), Routledge and Kegan Paul
- Hirst,P.H., "The Nature and Scope of Educational Theory(2) in: New Essays in the Philosophy of Education" (1973), Routledge and Kegan Paul
- Hirst,P.H., "Knowledge and the Curriculum" (1974), Routledge and Kegan Paul
- Hirst,P.H., "Educational Theory in: Educational Theory and its Foundation Disciplines" (1983), Routledge and Kegan Paul
- Hirst,P.H., "Education, Knowledge and Practices in: Beyond Liberal Education" (1993), Routledge
- Hirst,P.H., "The Logic of Education" (1970), Routledge and Kegan Paul
- MacIntyre,A., "After Virtue" (1981), Duckworth
- Moore,T.W., "Educational Theory:An Introduction" (1974), Routledge and Kegan Paul
- Moore,T.W., "Philosophy of Education: An Introduction" (1982), Routledge and Kegan Paul
- O'Connor,D.J., "An Introduction to Philosophy of Education" (1957), Routledge and kegan Paul
- O'Connor,D.J., "The Nature and Scope of Educational Theory(1) in: New Essays in the Philosophy of Education" (1973), Routledge and Kegan Paul
- Peters,R.S., "Ethics and Education" (1966), George Allen and Unwin
- Plato, , Penguin
- Polanyi,M., "Personal Knowledge" (1962), University of Chicago Press
- Polanyi,M., "Tacit Dimension" (1966), Doubleday
- Ryle,G., "The Concept of Mind" (1949), Barnes and Noble
- Scheffler,I., "Conditions of Knowledge" (1965), Scott, Foresman and Co
- Sch?n,D.A., "The Reflective Practitioner" (1983), Basic Books
- Taylor,R., "Ethics, Faith, and Reason" (1985), Prentice-Hall
- Urmson,J.O., "Greek Vocabulary" (1988), Duckworth