내러티브 사고양식의 교육적 의미 = Narrative Mode of Thought and Its Educative Meaning

다국어 초록 (Multilingual Abstract)

In this paper, two modes of thought, which are known as the Paradigmatic mode of thought and the Narrative mode of thought by Bruner(1986), are assumed. The former deals in general causes, and in their establishment, and makes use of procedures to assure verifiable reference and to test for empirical truth. It is known a great deal abou. But the latter is not. The narrative mode of thought leads to good stories, gripping drama, believable historical accounts and so on. It deals in human or human-like intention and action and vicissitudes. The purpose of the paper is to clarify the concept of the narrative mode of thought and to provide its implication on schooling. With the purpose,, the paper identifies four questions, recognizing what the narrative is about, how the narrative makes meanings, what characteristics the narrative shows, and what implications the narrative gives. In order to clarify what the narrative mode of thought is about, the paper attempts to have some discussions in relation to such academic disciplines as philosophy, psychology, and literary theory. Based on the discussions, three implications on schooling are suggested. The first holds that our schools should improve children` narrative sensibility through the narrative arts such as, so called three great P`s, which means human Past, Present, and Possible(the subjects of history, social studies, and literature). The second holds that the interactive pedagogy should be emphasized in the classroom teaching. The interactive pedagogy recognizes children` intersubjectivity, which means the human ability to understand the minds of others. And the third holds that the narrative mode of thought should be used with the support of the paradigmatic mode of thought. The paradimatic mode of thought is in no sense antithetical to the narrative thinking. Scientific explanations are adjuncts to narrative interpretation and vice versa.