John Dewey 成長理論 과 敎育 = John Dewey's Growth Theory and Education

다국어 초록 (Multilingual Abstract)

In this study I intended to overview John Dewey's growth theoy and its educational implication. And especially I will investigate the meaning, logic, nature, and educational aims and methods on the basis his theory.
He asserted growth has interaction-dynamic change, hypothetical-experimental manipulation. The above function is the condition of intellectual action, and as a social concept, it has quality of social integrated function. Thus growth has the meaning of educational value, enriching the life of individual, and making a better society.
As the growth can be made through experiences, growth itself can be ascertained through the experience formation process. He interpreted experiences as the interaction and continual activitis between human being and envirnment. And the experiences he said are reconstructed specialized only when they are produced by the meanigful change in the organism. The principle of interaction in the formation of experience is said to be the principle, intergrated and unified between subjects and objects. The principle of continuity takes on the quality of the fact of experiences which are continued and the accumulable experience.
And the nature of growth can be made through the relationship among the impulses, habits and intelligence. This cannot be estimated in terms of external-relative criteria, can be evaluated on the basis of the process of growth itself. And it means the most desirable development and progress in terms of human beings physical, mental aspect.
The aim of education should be made in term of three principles: the principle of growth, the principle of end-in-view the principle of continuity. An educational aim must be founded upon the intrinsic activies and needs(including original instincts and acquired habits) of the given individual to be educated. Therefore an aim must be capable of translation into a method of cooperating with the activities of those undergoing instruction. Educators have to be on their guard against ends that are alleged to be general and ultimated.
The most important problem of moral education in the school concerns the relationship of knowledge and conduct. For unless the learning which accrues in the regular course of study affects character, it is futile to conceive the moral end as the unifying and culminating end of education. All education which develops power to share effectively in social life is moral. It forms a character which not only does the particular deed socially necessary but one which is interested in that continuous readjustment which is essential to growth. To do so, the school must itself be a community life in all which that implies. The learning in school should be continuous with that out of school.
In the light of above overview, I suggest education should be made toward the following directions.
1) An educational aim must be founded upon the intrinsic activites and needs of the given individual to be educated.
2) Curriculum itself must be a community life in all which that implies.
3) Learning in school should be continuous with that out of school.
To put the above facts into practice, educational administration, curriculum and educational method should be deeply considered in practice of education.

목차 (Table of Contents)

• Ⅰ. 서언
• Ⅱ. 성장이론의 내용
• 1. 성장의 의미
• 2. 성장의 논리
• 3. 성장의 본질
• Ⅲ. 성장과 교육
• 1. 교육목적
• 2. 교육방법
• Ⅳ. 결언
• 참고문헌
• Abstract