일상적 문제해결과정에서의 실천적 지식의 사용에 관한 연구: 학교 학습에의 시사점 탐색 = Knowledge-in-action in Routine Problem Solving

다국어 초록 (Multilingual Abstract)

This study begins with a general question about the connections between cognitive theory, educational forms, and everyday practice. In order to consider this question, orthodox explanations of cognitive processes, and the assumptions underlying them, are explored anew. This excursion, which will lead us through diverse empirical investigations, ends with suggestions that transform our conceptions of context, cognition, and activity in the lived-in world. Algorithmic problem solving is assumed to be the ideal model for the cognitive procedures employed to solve questions in the service of practical actions exogeneous to the process. This view isolates action as technique, and knowledge as fact. This study examines how the very characteristic of ongoing activity render contextual properties an endogeneous, crucial condition in problem solving process. The features of ad hoc, incorrigibility in the process of problem solving are generated from the very nature of our ongoing actions, continuity in activity and it also influences crucially in the development of our thought. Familiarity and routine are experienced by persons-acting-in-setting. Unmediated situated inferences suggest methodological anarchism, which provide implications for study of learning that would take context as endogeneous factors into consideration.