존재의 교육과정 탐구:현상학적 접근의 교육과정적 의미

Abstract

Phenomenology is an umbrella term encompassing both a philosophical movement and a range of research approaches. The former usually draws attention from professional philosophers but practitioners have more interest in the latter. With regard to curriculum, this latter position has gained more popularity since curriculum is acknowledged as the core of human living practice. This study tries to discuss and justify the possibility of phenomenology as a research methodology in the field of curriculum and to explore some methodological features of it. Applied to research, phenomenology is the study of lived experience or lifeworld. Phenomenology aims to come to a deeper understanding of the nature or meaning of our everyday experiences and to provide a rich textured description of lived experience. Phenomenology asks, “What is this kind of experience like?” “How does the lived world present itself to me?” In order to answer those questions, phenomenology suggests two methodological axes of phenomenological research such as reflection and writing. Reflection(thoughtfulness) is the word that most aptly characterizes phenomenology itself and the practice of phenomenological research is a ministering of thoughtfulness. At the same time, phenomenology edifies thoughtfulness through the practice of writing. Phenomenological research does not merely involve writing: research is the work of writing-writing is at the very heart of the process. However, reflection and writing does not signify two different things. They boost and influence each other in a dialectic manner which shows the unique characteristic of phenomenological inquiry.