교육활동 속에서 형성되는 목적의 이중적 성격

Abstract

The essay aims to inquire into and disclose the dualistic trait of end-in-view, or educational aim which emerges from and operates in the real process of living and education. Traditionally, the idea of aim or end has been discussed and formed from the standpoint of dualistic philosophy. According to the dualism, aim is taken to have no relation with ordinary life and activities and to be fixed, final, and permanently unchanging. From the dualistic point, the idea of end-in-view has been evaluated to embrace the problem of having no fixed, valuable direction of educational aim; thus it is considered to be restricted to the present needs and desires and to have only near-sighted view of educational aim. The evaluation is able to be refused by understanding properly the dualistic structure of end-in-view. Until now, Dewey's conception of end-in-view has been understood narrowly to be associated with the given scope of present experience. But it is required to have a clear grasp of the dualistic structure in the light of the continuity of experience and living, which makes up one of the main points in Dewey's philosophy and educational thought. Every instance of human living has the two ways of adaptation to environment: present and narrow scope of experience and whole and universal scope of experience or living. More importantly, the two ways of adaptation is intertwined and interplayed with each other, especially in the instant when they live in a significant and serious way. Human Life can be literally engaged when it is directed and regulated by the whole ideal of living, which should be changing and developing in accordance with the result of present experience. The whole ideal of living has an indispensable influence on selecting and deciding the end-in-view of a given present experience. In this case, the present experience is not to depend upon the immediate needs and whims; consequently, it can be a human experience as such. Finally, from Dewey's conception of the continuity of experience, end-in-view should be taken to have dualistic structure; end-in-view operating in ongoing experience and that reflecting the whole ideal. Thus, education can be seen not to aim to reach an instant end and result, but to realize and achieve the valuable end, or the whole ideal of life.