아동미술활동에 내재된 탐구활동의 통합적 사고작용에 관한 연구: 듀이 예술론의 질성적 사고를 중심으로
A Study of the Integrative Thinking of Inquisitive Activity Inherent in Children's Art Activity: Focused on the Qualitative Thinking of Dewey's Theory of Arts
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This research set out from the question, "Is the art activity in the field of education unrelated to 'Inquisitive' Activity?" The reason-centered traditional view of education brought about the misunderstanding that the qualitative thinking-centered art activity is out of thinking or unrelated to inquiry, as it excluded the 'quality' from the object of inquiry. Being aware of such problem, this research hopes that the arts education does not remain just as a subject, but the artistic experience should be applied integratively to the whole activity of education, showing the qualitative thinking that works dominantly on the art activity can be a wonderful tool of inquiry. This means that the 'education turned into aesthetics', that makes learners' experience 'a real experience', shall be the basis and core of all the educational activities. It is because the artistic experience in the field of education is the type of 'an experience' and the educational experience sets out from the artistic experience. Followings are the summary of how the qualitative thinking has an effect on the inquisitive activity to complete an inquiry. First, the qualitative thinking means the whole state of quality before being divided into quality and reason and becomes the 'prerequisite of inquisitive activity' by facing a situation directly. Second, the qualitative thinking works as a principle that 'controls and regulates the rational thinking', as a single quality is unevenly distributed. Lastly, as a core subject of 'an experience', the qualitative thinking is the driving force of 'growth' through expansion of inquiry and re-creation of experience.
Abstract
This research set out from the question, "Is the art activity in the field of education unrelated to 'Inquisitive' Activity?" The reason-centered traditional view of education brought about the misunderstanding that the qualitative thinking-centered art activity is out of thinking or unrelated to inquiry, as it excluded the 'quality' from the object of inquiry. Being aware of such problem, this research hopes that the arts education does not remain just as a subject, but the artistic experience should be applied integratively to the whole activity of education, showing the qualitative thinking that works dominantly on the art activity can be a wonderful tool of inquiry. This means that the 'education turned into aesthetics', that makes learners' experience 'a real experience', shall be the basis and core of all the educational activities. It is because the artistic experience in the field of education is the type of 'an experience' and the educational experience sets out from the artistic experience. Followings are the summary of how the qualitative thinking has an effect on the inquisitive activity to complete an inquiry. First, the qualitative thinking means the whole state of quality before being divided into quality and reason and becomes the 'prerequisite of inquisitive activity' by facing a situation directly. Second, the qualitative thinking works as a principle that 'controls and regulates the rational thinking', as a single quality is unevenly distributed. Lastly, as a core subject of 'an experience', the qualitative thinking is the driving force of 'growth' through expansion of inquiry and re-creation of experience.
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