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포스트휴먼 시대 학습자의 존재론적 이해와 학습이론 패러다임의 변화

Ontological understanding of post-human learners and the paradigm shift of learning theories

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한국교육방법학회 (The Korean Journal Of Educational Methodology Studies)|2019.02|교육방법연구 (The Korean Journal of Educational Methodology Studies)|제31권 제1호|pp. 121-145|DOI 10.17927/tkjems.2019.31.1.121

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포스트휴먼학습이론actor-network theorypost-human신물질주의객체지향존재론포스트현상학post-phenomenologyobject-oriented ontologylearning theories행위자-망 이론
주제분류교육학

초록

본고는 급속한 기술중심사회로의 변화가 인식론적 측면에서나 존재론적 측면에서 모두 포스트휴먼적 인간을 양산하고 있는 현실을 바탕으로 포스트휴먼적 인간의 학습을 이해하기 위한 새로운 이론적 패러다임이 무엇인지를 탐색하고자 하였다. 본고는 이를 첫째, 포스트휴먼적 학습자에 대한 존재론적 이해를 바탕으로 포스트휴먼적 학습의 구체적인 형태가 어떻게 변할 것이며, 그 형태들은 어떤 성격을 띨 것인지에 대해 논의하였다. 둘째, 이러한 포스트휴먼적 존재들의 등장이 학습이론의 패러다임을 어떻게 바꿀 것이며, 이를 설명하기 위한 이론적 기반과 그에 따른 학습의 방향성에 대해 논의하였다. 본고의 핵심 논의는 다음과 같다. 첫째, 포스트휴먼적 학습자의 존재론을 이해하기 위해서는 객체지향존재론적 관점이 필요하고, 그에 따라 포스트휴먼적 학습은 네트워크적 소통, 인터페이스 변화, 유비쿼터스 환경경, 피드백방식의 혁신, 그리고 사물의 능동성을 활용한 학습으로 변화해야 한다는 것이다. 아울러, 이러한 학습이 실천되는 장으로써 사이버공간, 바이오로이드, 그리고 네트워크적 학습에 대해 논의하였다. 둘째, 포스트휴먼적 학습은 사회물질적 학습의 패러다임을 바탕으로 한 신물질주의, 포스트현상학, 그리고 행위자-망 이론으로 설명될 수 있으며, 이 세 가지 학습이론을 바탕으로 포스트휴먼적 학습자들이 갖는 네트워크적 존재성과 뉴미디어성, 그리고 탈인류중심성에 주목해야 할 것이다. 본고의 논의는 기술중심사회의 현실 속에서 기존의 지식(인식론), 학습자(존재론), 학습의 의미(가치론)와는 전혀 다른 학습의 패러다임에 대한 학계의 논의를 촉발할 수 있을 것이다.

Abstract

This paper explored new paradigmatic changes of learning theories based on the emergence of posthuman learners in the era of technology based society. To achieve his purpose, this paper focused on two main research questions: First, under the ontological perspectives of posthuman learners, how do the styles and genres of posthuman learning change and how are the learning styles characterized? Second, how do the emergence of posthuman learners divert the paradigm of learning theories, and what are the theoretical foundations and directions of learning in the future? The key arguments of this paper's discussion are epitomized as follow: First, the object-oriented ontology is necessary to understand the posthuman learners who will experience 4 representative posthuman learning styles: networked communication, new interface, ubiquitous environment, and innovative feedback. These examples of new learning styles are rapidly settled in cyber-space learnings, bioroid learnings, and networked learnings. Second, the posthuman learning requires neo-materialism, post-phenomenology, and actor-network theory for securing its epistemological standpoints, and provides new perspectives on figuring out the posthuman learners through networked environments, new media, and post-anthropocentrism. This paper's discussion may expedite new forums on the learning and teaching theories in the era of techno-centric society.

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