지식 생성 (生成) 교육을 위한 지식의 성격 분석 = Analysis of the Nature of Knowledge for the Knowledge Producing Education

다국어 초록 (Multilingual Abstract)

The term of `knowledge` is regarded as the key-word in the knowledge based society in the 21 century. In this society, the most important value is put on the production of the new knowledge. Accordingly, enhancing the knowledge production ability rather than knowledge acquisition or application abilities became more important objective in school education. In the present paper, the nature of knowledge was analyzed to get implication on the directions of knowledge education which can bring about able men who can produce new knowledge. Those facts that knowledge is distinguished from information, that knowledge in basically divided into two forms such as `propositional knowledge` and `procedural knowledge`, that knowledge is composed of two parts of `elucidated part` and `tacit one`, that knowledge contains cognitive aspect as well as affective one, and that the activities of knowledge inquiry form an special type of structure were found to be the salient traits of knowledge. Based on these traits, seven guidelines were extracted for the knowledge education. Even though the present paper has some degree of value in that it provided some important guidelines for the knowledge production education, it bears some limitations. One is that the guidelines presented in the present paper are too general in nature to be directly applied to in the real classroom teaching situation. The other is that the nature of the knowledge was not analyzed in terms of the `type` or `domain`. Knowledge could be divided into by the type or domain, such as `natural-scientific knowledge` and `humane-social knowldege`, and the nature of these two types of knowledge would be different in some degree, which would demand different strategies for teaching these different kind of knowledge. Thus, these problems untouched in this paper need to be studied in the next study.