J. Dewey의 敎育哲學에서 知性의 意味와 人間性에 대한 硏究 = (A) study on intelligence and human nature in John Dewey's educational philosophy

다국어 초록 (Multilingual Abstract)

The aim of this study is to analyze the concept of intelligence and human nature in John Dewey's educational philosophy, to apply the analyzed concept of intelligence and human nature to Dewey's educational theory, and to examine the problems related to the concept of intelligence in his educational theory which would provide some of basic ideas for the growth of human nature, democracy, and morality.
The other aim of this study is how to adapt the concept of Intelligence and human nature to education environment. On a basis of concept of Intelligence and human nature dealt by John Dewey, natural empiricist, I have tried to analyze and clarify the concept. Processing it to education, I consider the meaning of its concept.
Above of all, the concept of Intelligence and human nature is built on the ground of Pragmatism, which is a method on a basis of experimental instrumentalism. It is considered as an active method to make clear all the problems of individual or society.
Due to its concept based on instrumentalism, it is grasped as a method or a instrument.
The role of intelligence is to resolve problematic situation by effecting in changing in his environment, by changing an indeterminate situation. The concept of intelligence in Dewey's educational theory is explained by the means, instrument, and scientific method for solving the problems faced in individual or society. Hence, Dewey says that the intelligence in every problematic situation that either individual or community meets is to effect a working connection between old habits, customs, institutions, beliefs and new conditions. Therefore the intelligence can be a basis for a practical, effective, and scientific method of problem-solving in individual or society. And these situation give rise to a reflective thought.
From this viewpoint, Dewey's concept of intelligence is distinguished from traditional concept of intellect. Dewey denied universal, absolute being, and absolute truth having nothing to do with practical experiences and human life. The common property of Reason and Intellect in traditional philosophy is transcendence, universality, and perfection regardless of experience of human life.
Dewey has different opinions from the points of view of all these highly minded and traditional images of the perfect individual, and asserts simply the world of the twentieth century requires trained intelligence. Intelligence in Dewey is the name given to the conversion of thought into action, that is, the function of reflective thought in guiding conduct. In this respect, educated man is intelligent doer.
For these reasons, the concept of intelligence in Dewey's educational theory has a significance. His concept of intelligence is based upon pragmatic, constructive, plastic, and scientific method of solving the problems arising in individual or society.
The Intelligence develop human nature by adjusting a human impulse and making rightful habits formed by education. The common Habit is defined as a routine behavior without a intelligence stimulus. And impulse is blind without the adjustment of Intelligence, which tends to become a "Destructive Power". At this point, the importance of education should be raised more.
Above all, intelligence as a scientific method is a method for liberating the fixed habits of elements composed of human nature, for controlling and mediating the powerful, exciting but reckless, blind, and not directed impulses, and finally, for introducing freedom to the realization of human nature in a person.
And from the social point of view, intelligence in which Dewey views as a method of solving the social problems is called 'social intelligence'. Social intelligence is called occasionally 'experimental intelligence', 'cooperated or organized intelligence', 'freed intelligence' when it is applied to the variety of social situation. Of course those may be different only in the method of application, but essential quality is the same. This social intelligence means moral authority. And it comes to the supreme ideal, Democracy.
The Primary aim of social intelligence as social method lies in construction of democratic society what Dewey called democracy. Democracy to him is rather a way of life than a political institution. This democracy can be realized by democratic method. Here, democratic method means the method of intelligence based upon scientific method. Then, the terms 'democratic', 'intelligent', and 'scientific' may be same. So, to develop intelligent method means to expand the democratic method and scientific method to a certain extent. Therefore the important duty of education in Dewey depends upon the development and growth for the use of democratic and intelligent method.
Dewey also puts the emphasis on the role of intelligence in moral education, for he mean education as moral education. The aim of moral education is to develop the morality, the formation of a desirable dispositions, beliefs, and habits in concrete moral situations. a moral situation is one in which judgment and choice are required antecedently to overt action.
As far as Dewey is concerned, the method of social Intelligence is another name for collective and democratic method for solving moral problems. Therefore, the Social Intelligence is essentially a social process, let alone a experience process of Intelligence. Dewey advocated that the efficient socialization of Intelligence is the most important facing agenda for a road to Democracy. So the Democracy he advocated could be completed as more than a Supreme Democracy.
Likewise, as far as Dewey is concerned, The patterns of democratic life could be learned by education dealing with morality and human nature.
In conclusion, 'Intelligence' in J. Dewey means moral, human nature, and democracy.

목차 (Table of Contents)

• 목차CHAPTER 1. Ideatification of hrcC, hrpF, and miaA genes of Zanthomonas campestris pv. glychines 8ra : Roles in Pathogenicity and Inducing Hypersensitive Response on Nonhost Plants0
• Ⅰ. 서론 = 1
• 1. 연구의 필요성과 및 목적 = 1
• 2. 연구의 문제 = 4
• 3. 연구의 방향 = 5
• Ⅱ. 실용주의와 죤. 듀이의 사상적 배경 = 8
• 1. 실용주의 = 8
• 2. 듀이의 사상적 배경 = 16
• Ⅲ. 지성 개념의 분석 = 43
• 1. 지성의 의미 = 43
• 2. 지성의 속성과 기능 = 52
• Ⅳ. 인간성과 지성 = 61
• 1. 인간의 본성 = 61
• 2. 개인과 사회 = 66
• 3. 충동과 인간 = 72
• 4. 습관과 인간 = 81
• 5. 지성과 인간 = 92
• 6. 경험, 자연과 인간 = 104
• Ⅴ. 사회와 지성 = 111
• 1. 사회적 지성 = 111
• 2. 도덕과 인간성 = 113
• 3. 도덕과 사회성 = 116
• 4. 민주주의와 지성 = 119
• 결론 = 131
• ABSTRACT = 139
• 참고문헌 = 142