사회적 존재로서의 자아와 지식교육
Social Contextuality of Self and Knowledge Education
0
조회
0
다운로드
4
인용
0
참고문헌
초록
Abstract
As the individual self is considered to be constructed through specific contexts and discourses, we can not maintain the subjectivity of self firmly. Here the formation of the self depends on the historical processes and social relationship. Modern epistemology believes the certainty and central structure of knowledge based on the subjectivity of self. This viewpoint stresses the stability, coherence, and consistency in knowledge claims. Instead contextualism in knowledge as well as relational knowledge constructed by the social context of self rejects these criteria and accepts the social consensus, contextual validity, and practicality in knowledge claims. According to contextualism of self school knowledge is not an absolute entity, but social construction. So we must accept the contexts, viewpoints, and perspectives which influence the construction and selection of school knowledge. Student's life world and situatedness must be related to the understanding and interpretation of knowledge. In short, the social being of self and the contextualism of knowledge induce teachers and students to respect diverse individual perspectives, various reinterpretations, and reconstructions to school knowledge. Teaching and learning should become practical inquiry and intellectual activity in this regard. But though this contextualism encourages the diversity and vitality in education, it may disregard the common ground and socialization of objective knowledge.
참고문헌 (24)
- Abowitz,K.K, "Reclaiming Community", pp.143~159 (1999)
- Beyer, "Discourse or Moral Action A Critique of Postmodernism", pp.371~393 (1992)
- Bridges, "Education Autonomy and Democratic Citizenship" (1997), RKP
- N.C, "Two Perspectives on Reason as an Educational Aim The Virtues of Reasonableness . Philosophy of Education. 215-224." (1991)
- Carr,W, "Professing Education in a Postmodern Age .", pp.309~327 (1997)
- Dhillon,, "Resemblance in the Philosophy of Education.", pp.142~150 (1996)
- Giroux, "Postmodernism and the Discourse of Educational Criticism . Boston University Journal of Education" (1988)
- Giroux, "and Cultural Politics. State University of New York Press" (1991)
- B, "Postmodernism in Education Revisited Similarities Within Differnces and the Democratic Imaginary", pp.217~229 (1992)
- Lash, "Sociology of Postmodernism. London" (1990)
- J.F, "A Report on the Knowledge. Manchester" (1984), Manchester University Press.
- Mayo, "Foucauldian Cautions on the Subject and the Educative Implications of Contingent Identity", pp.115~123 (1997), Philosophy of Education
- McCarty, "Experience and the Postmodern Spirit", pp.377~394 (1997)
- Murphy, "and Reading in the Postmodern Era", pp.175~182 (1988)
- Okshevsky, "Richard Rorty on the Power of Philosophical Reflection and Pragmatist Conception of Critical Thinking .", pp.390~400 (1997)
- Peters,M, "Education and the Postmodern Condition: revisiting Jean Francois Lyotard", pp.387~400 (1995)
- Reich, "The Paradoxes of Education in Rorty's Liberal Utopia", pp.342~351 (1996)
- R, "Philosophy and the Mirror of Nature" (1979), Prinston University Press.
- Schutz, "The Metaphor of Space in Educational Theory Henry Giroux Through the Eyes of Hannah Arendt and Michel Foucault .", pp.352~360 (1997)
- Slattery, "The Assertion of Freedom in the Face of the Absurd", pp.21~36 (1999)
- Smeyers, "Education and the Educational ProjectⅠthe Atmosphere of Post-Modernism .", pp.109~119 (1995)
- Thayer-Bacon,B.J, "The Nurturing of A Relational Epistemology", pp.239~260 (1997)
- Thompson, "Creating Spaces for Reconstructing Knowledge in Feminist Pedagogy", pp.125~152 (1995)
- L.E, "Investigating the Philosophies That have Informed Service-Learning's Communities", pp.453~476 (1997)