Hirst의 후기 지식관과 그 교육과정철학적 함의
Hirst's 'Social Practice' and Its Implications for Philosophy of Curriculum
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Recently, Hirst's social practice theory have an effects on curriculum. The social practice is an consistent activity's mode socially developed to accomplish any satisfaction or aims. Hirst's conception of social practice is not to search rational life based on theoretical reason but to satisfy whole human needs based on practical reason. Finally, the social practice is no existence without the social. It is not designated by individual behavior or activity. The social practice as socially established human activity is never meaningless and inert activity. Hirst's social practice has some kinds of implications for the philosophy of curriculum. The fact that Hirst avoided the hierarchy of knowledge and provided the social practice can be evaluated highly because it is trying to totally understand the content of education under the study of curriculum. Being mentioned that the study of curriculum is based on the perspective of life, totally understanding the content of education is related to understanding the concept of total life. "Total life" can be defined as inseparable relationship between economic, moral, psychological, religious life, and other elements, composing body and spirit totally in life. That is the only form of life that has been given to us, which we must accept. Therefore, the curriculum needs to be changed to shape of new curriculum based on various and rational practice. In this aspect, the social practice is very important about design and develop curriculum.
Abstract
Recently, Hirst's social practice theory have an effects on curriculum. The social practice is an consistent activity's mode socially developed to accomplish any satisfaction or aims. Hirst's conception of social practice is not to search rational life based on theoretical reason but to satisfy whole human needs based on practical reason. Finally, the social practice is no existence without the social. It is not designated by individual behavior or activity. The social practice as socially established human activity is never meaningless and inert activity. Hirst's social practice has some kinds of implications for the philosophy of curriculum. The fact that Hirst avoided the hierarchy of knowledge and provided the social practice can be evaluated highly because it is trying to totally understand the content of education under the study of curriculum. Being mentioned that the study of curriculum is based on the perspective of life, totally understanding the content of education is related to understanding the concept of total life. "Total life" can be defined as inseparable relationship between economic, moral, psychological, religious life, and other elements, composing body and spirit totally in life. That is the only form of life that has been given to us, which we must accept. Therefore, the curriculum needs to be changed to shape of new curriculum based on various and rational practice. In this aspect, the social practice is very important about design and develop curriculum.
참고문헌 (22)
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