듀이의 문제해결과 비판적 사고의 관계
The analysis of the interrelationship between critical thinking and reflective problem-solving: Deweyan's approach
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Abstract
The purpose of this study is to analyze the interrelationship between Dewey's reflective problem-solving and critical thinking. The conclusions are as follows. Above all, even though Dewey believed the generalizability of critical thinking, it's not logically natural to take it as a method of teaching. In Dewey's view, the notion of methods isolated from subject-matter is responsible for the false conceptions of discipline and interest. Secondly, the it's useless to tell the relationships of inclusion between problem-solving and critical thinking in that, as usual, researchers on this issue are inclined to analyze them by their own perspectives. So, in this research, after examining both conceptions through the medium of reflectivenes, the conclusion is that they are co-extensive in their usages. Thirdly, Ennis urged that Dewey's view on thinking is totally subjective, psychological one in that the inquirer believes what he wants to believe. But the characteristics of Dewey's reflective inquiry are far from it. Dewey claimed that one should acquire the ability to supplement the narrowness of his experience by utilizing the experiences of others. It means what Ennis called 'Dewey's subjectivism' could be considered as much the same objective efforts as Ennis does in the practical thinking process. In conclusion, granted that Dewey was not a servant of subjectivism and the general principles on critical thinking could be changable according to their contexts, the infusion model of education might be successfully adopted as one of the dominant approaches in teaching thinking.
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