Bruner의 교육과정 이론에서 지식의 재해석 : 지식의 구조와 내러티브의 관계 = A Study of the Nature of Knowledge in Bruner's Curriculum Theory Focused on the Structure of Knowledge and Narrative

다국어 초록 (Multilingual Abstract)

The purpose of this study is to search the nature of knowledge in Bruner's curriculum theory on the basis of the relationship of the knowledge of structure and narrative. There are many critics about the nature and epistemological stance of structure of knowledge. Furthermore Bruner have changed his viewpoint of the theory since 1980. So we need to search the relevance of structure of knowledge and his changing idea, and to rebuild valid relation of knowledge education. We think of knowledge of structure as static and positivistic thing. This tendency overwhelmed our mode of thought about knowledge education over long time. In knowledge education the importance of knowledge has been emphasized for its function and role of designing a schooling at various levels.
This study focuses on the reconsideration of the critics about the structure of knowledge and reconstruction of it in the light of narrative embedded in cultural constructivism. Narrative is interpreted a variety of way according to mechanism of knowledge construction, but it is composed by the main idea of cultural psychology, narrative thought, and hermeneutic of meaning-making etc. Thus the idea of structure of knowledge, discovery learning, and spiral curriculum are reconstructed by narrative epistemology. Bruner's curriculum theory provides a interpretive basis of the theory of the structure of knowledge. The nature of the structure of knowledge and cultural approach should be analysed and interpreted in the context of cultural expression as a
structure for organizing human experience and knowledge.
Now we can consider Bruner's theory of structure of knowledge as hermeneutic system of construction on the basis of narrative epistemology and hermeneutic construction. As a result of this analysis, the nature of structure of knowledge has not only to be discovered, but also to be generated. The inquiry and discovery learning should be expanded to socio-cultural context, reciprocal teaching, and inter-subjectivity and scaffolding. Finally spiral curriculum as organizing pattern also may be interpreted cyclic recursion. In the end knowledge education and conception of knowledge is restructured on the basis of narrative in parallel structure of knowledge.