해석적 체험과 교육적 체험 = Hermeneutical Experience and Educative Experience

다국어 초록 (Multilingual Abstract)

This paper argues that educatioanl theory should identify it`s own theoretical context focusing on the concept of `educative experience` itself. The identity crisis involoved in educational theory has been created by the passive methodological and conceptual reliance on other `mother` disciplines. One of the most conspicuous examples of such crisis is the multi-faceted disciplinary approach, called the `Reconceptualization` in the USA. Based on this critique of the current status of the field, this paper purports to gain a renewed understanding of the essence and nature of educative experience through critical comparison and contrast between H.-G. Gadamer`s concept of `hermeneutical experience` and Sang-ho Chang`s `educative experience.` Particulary, the latter is regarded as a central concept in his `Reconceptualization` of educational theory. The two forms of experience are assumed to be `commensurable` in that both of them deal with a number of fundamental issues such as `interactive understanding`, `dialectical process in communication`, and `validation of truth and knowledge`. An in-depth analysis of Gadamer`s concept of human experience in gereral in conjunction with his dialogical model and with Chang`s concept of educational dialogue model reveals that they share critical commonality in terms of epistemological perspective but, at the same time, differ from one another in the ontological structure of dialogue itself. The major themes considered for the analysis entail such issues as general feature of the structure of experience, the mode of human interaction involved in the experience, the object or purpose of experience, and the problem of medium or text in the interaction. In the final analysis, it is proposed that we need a more structured disciplinary attempt to bridge the conceptural gap between the ontological or historical dimension emphasized by Gadamer`s theory and the epistemological dimension of Chang`s theory, so that a renewed critical understanding of educative experience itself can emerge. More thorough and sophisticated studieds are necessary for the restructuring of educational theories that can overcome the epistemological, methodological impasse of the existing attempts for theorizing educational phenomena and that can harmonize the ontological dimension with the epistemological dimension.