집단지성의 특성 및 기제와 교육적 시사점의 탐색

다국어 초록 (Multilingual Abstract)

This study explores the distinctive features, conditions and working mechanism of collective intelligence and its educational significance. Advances in telecommunications technology and the collapse of objectivism have greatly expanded the importance and virtue of collective intelligence. During the last few years, the number of references to collective intelligence has increased in a startling fashion. However, the concept of collective intelligence has often been confused with other notions, such as 'exchange and sharing of informations', 'group decision-making', and 'mass collaboration'. So, this study aims to try and clarify the peculiarity of collective intelligence, comparing it with those concepts. In relation to that, several required conditions and working mechanisms for the genuine collective intelligence are also identified. Traditional school systems do not fit easily into the idea of collective intelligence because schooling is deeply intertwined with the project of modernity. The subject matter knowledge is conceived as the external facts imposed upon learners. These learners are considered receptive, the learning process is supposed to be cumulative. Contrary to this, the idea of collective intelligence is based upon the alternative premise that knowledge is not a static object acquired by atomic individuals but one that is actively constructed through ongoing social exchanges and
collaborations, embedded in social networks. In addition, an endogenous conceptual framework of education which is compatible with this new perspective of knowledge is suggested. Finally, educational implications focused on 'the nature of knowledge', 'the significance of educational relationships', and 'the intrinsic values of education' are discussed.

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