중기와 후기 듀이에서 반성적 사고의 일관성

박찬영 한국교육철학회 2024 교육철학 Vol.42 No.1

Consistency of Reflective Thinking in Dewey’s Middle and Later Works Park, Chan Young The purpose of this paper is to justify that ‘reflective thinking’ in Dewey’s philosophy continued until his later years. Of course, it cannot be denied that “Qualitative Thought”(1930) provided considerable insight to researchers in philosophy and the philosophy of education. Dewey’s approach emphasizes the “immediate presence of quality,” which is the background, starting point, and regulative principle of thinking. As such, qualitative thinking must have deepened his concept of thinking. However, technical terms such as qualitative thought are not emphasized nor appeared in Dewey’s later works. This is primarily because qualitative thought was, above all, one stage or aspect included within reflective thought. And, Dewey’s reflective thinking signifies the establishment of beliefs grounded through conscious and voluntary effort or better way of thinking. In other words, we should not make the category mistake of understanding reflective thinking as ‘reflection’ in our everyday language. Furthermore, another reason why ‘qualitative thought’ is not emphasized in later works is that the paper “Qualitative thought”(1930) may have been raised not primarily to deepen the details of reflective thought but also in the discourse dimension related to logic. Key Words : reflective thinking, qualitative thought, quality, logic, suggestion

Dewey의 탐구 개념과 삶, 교육의 상관성 연구

이상원(Lee Sang-Won) 한국교육철학회 2011 교육철학 Vol.45 No.-

The purpose of this study is to understand the reason why 'the concept of education' of Dewey is defined based on its correlation with 'the concept of life', through 'the concept of inquiry' of Dewey. In the philosophy of Dewey that incessantly has set out the 'totality of life', his all concepts are formed based on human behaviors. That is, all concepts such as 'experience', 'habit', 'value', 'growth', 'education', and 'inquiry', and so on are established only when there are human actual 'behaviors', thus 'the concept of life' of Dewey can be defined as the 'self-renewing process', and accordingly the 'life' to him can proceed with in a 'continued and accumulated form'. However, since 'the concept of inquiry' among all his concepts is interpreted into the same to the meaning of the 'reflective thought', it causes a question of what association 'the concept of inquiry' of Dewey has with 'the concept of life' of Dewey. Prior studies interpreted 'the concept of inquiry' only means 'a reflective thought', by connecting it to the educational method of school, which overlooks its correlation with 'the concept of life' of Dewey. Strictly speaking, Dewey criticized the 'Dualistic World' that classified the human life into many strata and understood them as 'orientation' and 'sublation', so if the 'inquiry' is defined as the same meaning to that of 'the reflective thought', it will be difficult to determine what correlation 'the inquiry' has with all other concepts such as 'experience', 'habit', 'value', 'growth', and 'education' in the 'totality of life'. As a matter of fact, it is possible to define 'the inquiry' as 'the reflective thought' within the special setting called 'school education' to think of the inquiry as the effective 'educational method', but it causes a limit in understanding on what logical bases 'the inquiry' has the correlation with all concepts of Dewey. The author tried to redefine the meaning of 'the concept of inquiry' described in the Logic written by Dewey as 'the existential maintenance method' of organisms centering around humans to expand the previous meaning of 'the concept of inquiry' that had just meaned 'the reflective thought'. Dewey also describes the matrix of inquiry as "THE EXISTENTIAL MATRIX OF INQUIRY: BIOLOGICAL", and "THE EXISTENTIAL MATRIX OF INQUIRY: CULTURAL" respectively in Chapter Ⅰ, Section Ⅱ to Ⅲ, of the Logic, in order to emphasize the existential aspects of the inquiry. In addition, in Chapter Ⅰ, Section Ⅰ, "THE PROBLEM OF LOGICAL SUBJECT-MATTER"(Dewey, 1964: 3-4), Dewey describes the inquiry as 'the primary inquiry', in order to emphasize that 'the inquiry' is 'the existential concept' before it is considered as 'the reflective thought', in terms of the 'fundamental aspect' that the reflective though is well matched to the human organism because the human organism maintains its existence by 'the reflective thought', arguing that the reflective thought should not be defined as the one limited in 'the problem solving' which 'the reflective thought' that means 'the inquiry into inquiry'. The inquiry to Dewey means 'the existential maintenance method' of organisms centering around humans, so if this concept is generalized, it means 'all forms and patterns' of life of organisms. When 'inquiry' is defined as 'existential maintenance method', it is possible to determine on which base 'the concept of life' of Dewey was formed. The concept of life of Dewey consists of two key factors such as 'environment' and 'renewing'.

듀이 경험 이론에서 두 가지 사고 방법의 의미와 교육적 시사

박수원(Park Sue-Won) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.11

본 연구의 목적은 듀이 경험 이론에 작용하는 두 가지 사고 방법을 고찰하고, 이들이 교육에 주는 시사를 도출하는 것이다. 듀이 저술에 등장하는 두 가지 사고 방법은 초·중기의 ‘과학적 사고 방법’과 후기의 ‘통합적 사고 방법’이다. 초·중기의 과학적 사고 방법은 반성적 사고를 중심 사고로 삼는 마음의 태도이자 사고의 습관을 뜻한다. 듀이는 과학적 사고 방법이 인류를 진보로 이끌 수 있는 이상적인 사고 방법이라 생각한다. 그러나 과학적 사고 방법은 반성적 사고 이외의 사고로 이루어진 경험의 가치가 폄하되는 난점이 있다. 따라서 후기의 듀이는 실제를 바탕으로 한 경험을 이 해하고 설명하기 위해 초·중기에 부분적으로만 언급되었던 질성적 사고 개념을 정돈하여 제시한다. 질성적 사고가 포함된 통합적 사고 방법은 반성적 사고와 질성적 사고의 복합적 작용을 통해 이루어지며, 이는 경험 이론의 주된 사고 방법이 과학적 사고 방법에서 통합적 사고 방법으로 변화했음을 의미한다. 이상의 듀이의 사고 방법의 변화 과정을 통해 인간의 성장에 관한 교육적 시사를 네 가지 도출할 수 있다. 첫째, 반성적 사고를 습관화시켜야 한다. 둘째, 학습자의 경험사태에서 교육을 시작해야 한다. 셋째, 교육적 환경 조성에 관심을 가져야 한다. 넷째, 전체로서 성장하는 교육을 지향해야한다. The purpose of this study is to investigate two modes of thinking in Dewey’s experience theory and to derive implications for education. Two modes of thinking in Dewey s works are ‘scientific thinking mode’ and ‘integrated thinking mode . The scientific thinking mode that emerges in a timely manner among the two modes of thinking refers to the attitude of mind and the habit of thinking that takes reflective thought as a central thought. Dewey believes that scientific thinking mode is the ideal way of thinking that can lead humanity to progress. However, the difficulty arises from the fact that scientific thinking mode considers only reflective thought to be a educational thought. By setting reflective thought to be an only high-level thinking, the value of experience made up of thinking other than reflective thought is dismissed. Therefore, some part of experience theory can not be explained by scientific thinking mode alone, thus introduces the concept of qualitative thought to understand and explain experience based on reality. Integrated thinking mode is based on quality, but reflective and qualitative thought takes on an independent and complementary role. The emergence of qualitative thought changes the main thinking mode of experience theory from scientific thinking mode to integrated thinking mode. we can derive the educational implications of the theory of experience through a comprehensive understanding of Dewey s thinking concept. First, we should habituate reflective thinking. Second, we should start the education at the learner s level of experience. Third, we should concern in creating an educational environment. Fourth, we should aim to grow as a whole.

영유아 교사의 역할수행에 대한 연구 : 교사-영유아 상호작용과 반성적 사고를 중심으로

정미선,채영란 아시아.유럽미래학회 2022 유라시아연구 Vol.19 No.4

The purpose of this study is to investigate the relationship between teacher-toddler interaction and role performance, and to investigate the effect of early childhood teachers' teacher-infant interaction and reflective thinking on role performance. The subjects of this study were 311 teachers of infants and toddlers working in early childhood education institutions located in 5 districts of G city, and a survey was conducted on them. The collected data were analyzed using the SPSS 24.0 program. Cronbach's A coefficient was calculated to verify the reliability of the tool, and frequency analysis was performed to determine the frequency of practice for reflective thinking. In addition, a Pearson correlation analysis was performed to examine the correlation between each variable, and a stepwise regression analysis was performed to determine the effect of teacher-infant interaction and reflective thinking on role performance. Looking at the results of the study, first, early childhood teachers working in early childhood education institutions were the most likely to respond that reflective thinking is done once a month, and it was found that they do reflective thinking through scholarship (self, colleagues) as a method of reflective thinking. In addition, it was found that reflective thinking was most common when observing or evaluating play activities of infants and toddlers, and that they most often received help from peer teachers when they needed help with reflective thinking. Looking at the content on the level of reflective thinking of early childhood teachers, the 5th level of reflective thinking showed the highest results. In other words, the most common respondents said that they were reflective thinking by analyzing teaching behavior from the teacher's point of view and how undesirable behaviors are applied to similar situations. Second, there was a correlation between teacher-infant interaction, reflective thinking, and role performance. Third, teacher-infant interaction and reflective thinking appeared to be variables that could explain role performance. Through this study, it is hoped that it will serve as a basis for preparing ways to improve the role performance of infant and toddler teachers, reflective thinking, and teacher-infant interaction, and ultimately improve the quality of care and education.

“하나의 경험”에서 작용하는 사고의 특성에 비추어 본 탐구의 성격: 반성적 사고 단계의 앎에 대한 분석

박철홍 ( Chul Hong Park ) 한국교육철학학회(구 교육철학회) 2013 교육철학연구 Vol.35 No.1

본 연구는 반성적 사고 단계에 대한 분석을 통하여 탐구 경험의 성격을 새롭게 규정하는 것을 목적으로 하고 있다. 흔히 반성적 경험 즉 탐구는 이성중심주의적인 전통철학의 영향으로 지적 사고(이론적 사고)에 의해서만 이루어지는 것으로 생각해 왔다. 본 연구에서는 ‘하나의 경험’의 성격에 대한 논의를 기초로 1) 경험에는 질성적 사고와 지적 사고가 동시에 작용한다는 점, 2) 하나의 경험은 일차적(질성적) 사고의 단계, 반성적 사고의 단계, 완결된 사고의 단계로 구분된다는 점, 3) 반성적 사고의 단계에는 지적 사고가 지배적이기는 하지만 질성적 사고가 통합적으로 작용한다는 점을 제시하였다. 또한 경험의 기본적인 성격인 ‘상황적 교변작용’에 대한 분석을 토대로 반성적 사고의 단계에서 질성적 사고와 지적 사고의 통합성과 이 단계에서 이루어지는 사고내용의 복잡성을 보여주었다. 이런 사실에 기초하여 반성적 사고 단계에서 탐구된 내용에는 지적 사고의 내용과 질성적 사고의 내용이 있다는 점, 지적 사고내용에는 탐구의 결론 이외에도 다양한 주변적 사고의 내용이 있다는 점, 나아가 결론과 주변적 사고내용 전체를 포함하는 질성적 사고내용이 있다는 점을 보여주었다. 결론적으로 반성적 사고의 단계는 질성적 사고와 이론적 사고가 동시에 작용한다. 따라서 탐구의 결론도 독립적이고 객관적인 것이 아니다. 그것은 탐구 과정에서 포착된 질성적 전체로부터 탐구의 목적에 맞게 추상된 것이며, 탐구 과정에서 알게 된 다양한 내용들과 변화의 소용돌이 속에 있는 것이다. The purpose of this essay is to revisit and reconceptualize the nature of inquiry alternative to what is based upon the traditional and conventional view of rational thinking. According to the dualistic Western philosophy, man is characteristic of reason and rational thinking; nature of reality and essence. Inquiry is performed into the nature by way of rational or cognitive thought. Knowledge which is acquired by cognitive thought is taken to objective and to be valid and true in itself. From the traditional view of experience is regarded as a barrier to prevent us from true knowledge or a vail to cut off us out of the true knowledge. However, Dewey takes the position exactly the opposite to the traditional view of experience. In this study his concept of ``an experience`` is examined and the actual process of ``an experience`` of inquiry is analyzed into a new view of thought and knowledge. The main conclusion can be summarized as followed: 1) The most basic and universal mode of thought is qualitative thought which is able to apprehend the whole of experiential situation, not cognitive thought. Besides cognitive thought is dependent upon qualitative thought; it is activated and ceased by the latter. 2) Qualitative thought have the ability and power of ``integrated thought`` to capture integrated cognition and whole quality, even in the stage of reflective thought. The cognitive mode of thought draws out and abstracts statements and propositional knowledge from the integration. Also during the reflective stage, a plenty of marginal thoughts are to be by the mode of cognitive thought, and realizing integrated thoughts are to be apprehended by the mode of qualitative thought. The knowledge captured by integrated thought is far beyond lingual description and explanation. 3) The stage of reflective thought ends with conclusion acquired in ``an experience``. However, it is neither independent nor by itself, as is supposed by the traditional view. Rather it becomes a part of the whole including marginal thought, integrated thought, and the whole mind; so the acquired conclusion is transformed and reconstructed right after it is abstracted by the closing moment of reflective stage.

Dewey의 반성적 사고의 관점에서 미술비평교육에 관한 연구

이안근 한국일러스아트학회 2022 조형미디어학 Vol.25 No.3

This study is a discussion of art criticism education from the perspective of improvement creative thinking capacity that our education emphasizes based on reflective thinking conceptualized by John Dewey. Dewey is educational philosopher who emphasized problem-solving methods to develop learners' thinking. Reflective thinking is a perceptual cognitive that occurs sequentially in the process of problem solving. Dewey presented the process of reflective thinking in 5 stages. The stages theory is based on the learner's integrative thinking, such as analytical, judgmental, and creativite capacity. The process of art criticism is an inquiry activity based on the integrated thinking of reflective thinking and qualitative thinking based on the analysis of paintings. In other words, the process of art criticism is carried out by integrating qualitative thinking, such as aesthetic experience, and reflective thinking, which analyzes the aesthetic value, characteristics, and meaning of the work. However, in this study, qualitative thinking was not discussed, and art criticism education was discussed only from the perspective of reflective thinking. And In this paper, an approach was proposed to apply the art criticism education to Dewey's 5 stages theory of thinking. In this stage of art criticism, the whole process is made through reflective thinking based on one's own deliberation. Therefore, it enables the expansion of reflective thinking abilities such as analysis, judgment, and creativity, and furthermore, self-directed learning. From this point of view, this study proposes art criticism education as a value-oriented educational activity based on Dewey's five stages of reflective thinking. 본 연구는 존 듀이(John Dewey)가 개념화한 반성적 사고(reflective thinking)를 기반으로 우리 교육이 강조하고 있는 창의적 사고능력 함양을 위한 관점에서 미술비평 교육에 관한 논의이다. 듀이는 학습자의 사고력 계발을 위해 문제해결방법을 강조한 대표적인 교육철학자이다. 반성적 사고란 문제해결의 과정에서 연쇄적으로 일어나는 지각적 인식능력이다. 듀이는 반성적 사고의 과정을 5단계로 제시하였다. 첫 단계인 문제의 인식에서 시작하여 문제해결을 위한 가설의 설정과 검증의 단계를 거쳐 결론을 도출하는 과정으로 구분되었다. 이 단계적 이론의 과정은 학습자의 문제에 대한 분석력, 판단력, 그리고 창의력 등 통합적 사고에 의해서 이루어진다. 미술비평의 과정은 그림에 대한 분석과 식별에 의한 반성적 사고와 질성적 사고의 통합적인 사고에 의한 탐구 활동이다. 즉 미술비평의 과정은 심미적 경험과 미적 판단 능력 등의 질성적 사고와 작품의 미학적인 가치와 특성, 의미를 파악하는 분석적인 반성적 사고가 통합적으로 작용한다. 다만 본 연구에서는 질성적 사고에 대해서는 논하지 않았으며, 반성적 사고의 관점으로 한정하여 미술비평교육에 관해 논하였다. 그리고 미술비평의 과정을 듀이의 사고 5단계에 적용하는 교수법을 제안하였다. 이 단계에 의한 미술비평에서는 문제의 인식에서부터 가설의 검증까지의 전 과정이 자신의 숙고에 의한 반성적 사고에 의해 이루어지기 때문에 분석력, 판단력, 그리고 창의력 등 반성적 사고능력의 확장과 더 나아가 자기주도적 학습을 가능하게 한다. 이러한 관점에서 본 연구에서는 미술비평교육을 듀이의 반성적 사고 5단계에 의한 가치 지향적인 교육 활동으로 제안한다.

사고습관으로서의 반성적 사고

천정미(Chun, Jung-Mee) 한국교육사상학회 (구 한국교육사상연구회) 2021 敎育思想硏究 Vol.35 No.2

본 연구의 목적은 듀이의 습관개념에서 행동습관을 수행하기 위해서는 사고습관을 형성해야 한다는 측면에서 사고습관으로서의 반성적 사고를 제안하면서, 반성적 사고과정과 교육방법을 탐구하는 것이다. 듀이에게 습관은 인간행동의 근원이며 가장 핵심적인 요소이며 성장의 표현이다. 그는 습관을 행동습관과 사고습관으로 분류하였다. 본 연구에서는 사고습관으로 반성적 사고를 제안하였다. 반성적 사고는 사고방법 중 가장 우수한 사고로 문제를 발견하고 그 문제를 해결하기 위해 끊임없이 사고하는 것이다. 습관화된 반성적 사고는 학습자가 직면하는 문제를 스스로 해결할 수 있게 해 준다. 반성적 사고습관을 형성하기 위한 교육방법은 첫째, 문제 상황에 직면하는 단계, 둘째, 혼란스러운 문제 상황에서 자신이 해결해야 할 문제가 무엇인지를 명확하게 밝혀내는 단계, 셋째, 문제해결방안을 찾기 위해 문제 상황의 성격을 관찰하고, 문제 해결에 필요한 자료를 수집하는 단계, 넷째, 문제해결방안을 떠올리고 그것을 체계적으로 구성하고 정립하는 단계, 다섯째, 문제해결방안을 실제 문제 상황에 적용해봄으로써 실제로 문제를 해결해 주는지를 확인하여 해결방안으로서의 의미를 명료화하는 단계이다. The purpose of this study is to propose reflective thinking as a thinking habit, and to explore the reflective thinking process and educational methods to form reflective thinking habits. For Dewey, habit is the fundamental, the most essential element of human behavior, and an expression of growth. Dewey categorized habits into habits as behavioral styles and habits as thinking style. This study suggested reflective thinking as a habit of thinking. Reflective thinking is the best way of thinking. Reflective thinking is finding a problem and thinking constantly to solve it. Learners who have developed reflective thinking habits can solve problem situations by themselves. The educational method for forming reflective thinking habits is as follows. First, the stage of confronting the problem situation, Second, the step to clearly identify the problem to be solved, Third, the step of observing the nature of the problem and collecting data, Fourth, the step of systematically constructing and establishing a problem solving plan, Fifth, the step of clarifying the problem-solving solution

반성적 사고 전략 활용 생물 수업이 고등학생의 과학적 사고력에 미치는 효과

송신철,심규철 韓國生物敎育學會 2011 생물교육 Vol.39 No.3

The purpose of this study was to examine the effect of reflective thinking strategies on scientific thinking ability of high school students, which consisted of self-reflective and co-reflective thinking strategies. Subjects were 156 students, who were 11th graders of 4 high school in Gyounggi province. They were divided into experimental and control groups. The experimental group was taught using self-reflective and co-reflective thinking strategies and the control group was taught using traditional teacher-centered instruction. The instrument to measure scientific thinking ability consisted of 5 components as follows: perceiving a problem, identifying variables, designing an experiment, interpreting data and drawing conclusions. There was significant difference between experimental group and controlled group (p<.01) in terms of scientific thinking ability. This study showed that the instruction using self-reflective and co-reflective thinking strategies could be very effective teaching method to stimulate high school students' thinking.

마이크로티칭 자기평가에 나타난 예비 생물교사의 반성적 사고 특징과 변화 탐색

강경희 한국생물교육학회 2023 생물교육 Vol.51 No.4

This study explored the characteristics and changes of pre-service biology teachers‘ reflective thinking in the microteaching self-assessment. The subject of this study was 15 pre-service biology teachers. The analysis framework was composed of dimensions and levels of reflective thinking. The dimensions of reflective thinking were divided into focus, inquiry, and change, and the levels of reflective thinking were classified into routine, technical, dialogic, and transformative levels. In the self-assessment of the first microteaching lesson, pre-service biology teachers most actively expressed reflective thinking at the technical level of the focus dimension. On the other hand, reflective thinking of transformative level in the change dimension did not appear at all. These results indicated that pre-service biology teachers' reflective thinking is limited in some dimensions and levels. In particular, reflective thinking at a transformative level did not appear at all in any dimension. In the self-assessment of second microteaching lesson, pre-service biology teachers’ reflective thinking at the technical level at the inquiry dimension was most active. In particular, the emergence of dialogic and transformative levels in change dimension is considered a desirable change.

유치원 교사의 반성적 사고를 통한 동작 교수내용지식 변화탐색

손미애 ( Mi Ae Son ),김은심 ( Eun Shim Kim ) 한국어린이문학교육학회 2015 어린이문학교육연구 Vol.16 No.1

유치원 교사의 반성적 사고를 통한 동작 교수내용지식의 변화를 위한 본 연구는 문헌연구를 통하여 교사의 동작 교수내용지식 분석준거를 모색하고 동작 교수내용지식의 변화를 살펴보고자 하였다. 유치원 교사의 반성적 사고를 통한 동작 교수내용지식에서 교과내용에 대한 지식은 동작교과에 적합한 목표설정과 동작수업과정의 재인식, 창의적 표현을 위한 동작어휘의 중요성 인식의 변화로 나타났다. 유치원 교사의 반성적 사고를 통한 동작 교수내용지식에서 교수-학습방법에 대한 지식 변화는 주로 유아의 동작표현을 위한 적절한 발문과 피드백, 동작표현을 위한 수업환경 고려하기, 동작표현의 적당한 소란함을 인정하기로 변화하였다. 유치원 교사의 반성적 사고를 통한 동작 교수내용지식에서 학습자에 대한 지식 변화는 유아 수준과 흥미를 고려한 방법 활용, 유아의 수준에 알맞은 내용 다루기로 나타났다. 유치원 교사의 반성적 사고를 통한 동작 교수내용지식에서 상황에 대한 지식은 동작수업에 임하는 교사 태도의 중요성과 동료교사와의 상호작용 및 교사연수에 대한 중요성으로 나타났다. The following research was conducted to explore changes of kindergarten teachers`` movement pedagogical content knowledge(hereafter referred as MPCK) with continuous experience of reflective thinking in movement classes. The research questions are as follows: How does kindergarten teachers`` MPCK change through reflective thinking? Teachers`` MPCK through reflective thinking changed. Through reflective thinking, teachers`` knowledge about curriculum within their MPCK developed their abilities to: select specific objectives for movement class, recognize introduction, development, and assessment of movement class anew, and change contents of questioning for movement expression. Through reflective thinking teachers`` knowledge about teaching-learning methods within their MPCK developed into giving appropriate questions and feedback for facilitating children``s movement expression, constructing a proper environment for movement class, and accepting moderate noisiness as one of the characteristics of movement class. Through reflective thinking teachers`` knowledge about learners within their MPCK was developed into using various methods to increase children``s interest and choosing a suitable level of activity for them. Through reflective thinking teachers`` knowledge about environmental situations within their MPCK was developed into a changing attitude towards movement class; recognizing importance of interaction with colleagues and teacher training. Thus, teachers try to improve levels of reflective thinking through reflective thinking and developments of MPCK.