키렌 이건의 상상력 활용 교육이론과 실천

다국어 초록 (Multilingual Abstract)

Kieran Egan is an educational philosopher whose emphasis on imagination, storytelling, and other tools of understanding offers new and provocative insights into what it means to be educated.
Egan suggests that not enough attention is given to the role imagination plays in education or in our vision of what it means to be educated. Instead of imagination, the modern world has embraced a set of ad hoc principles which continue to have a pervasive and profound influence on teaching practice and curriculum design. According to these principles, education proceeds from the concrete to the abstract, from the simple to the complex, from the known to the unknown, from active manipulation to symbolic conceptualization.
Egan offers numerous counter-examples, not to debunk these ad hoc principles, but to suggest that they are not always the most effective way to educate and that they do not encompass the totality of education. To balance the widely accepted dictum that children learn best from concrete, hand-on experiences, Egan explains that much of the literature for young children depends upon the child's prior understanding of various underlying, but abstract, concepts. Using the story Cinderella to illustrate his point, Egan notes that five-year-old children have no trouble understanding and enjoying his story, though such understanding is dependent on their ability to grasp such abstract and conflicting concepts as fear/hope, kindness/cruelty, and good/evil.
Egan offers us a new theory that describes education in terms of a sequence of kinds of understanding. Suggesting that human beings developed multiple tools for understanding their world, Egan characterizes several distinctive ways of understanding as the Somatic, Mythic, Romantic, Philosophic and Ironic ways of knowing. According to Egan, to be educated means to acquire these kinds of understanding as fully as possible in the sequence in which each developed historically. In short, Egan proposes a new kind of recapitulation theory which, when combined with insights from Vygotsky, leads to a new educational idea.
Learning in Depth program (LiD) is designed as an additional contribution schools can make to students' education. Though relatively simple, it has the potential to make a major impact. The aim is to build knowledge, understanding, skills, and practices fundamental to effective learning. That sounds like a very weighty thing, but LiD is both easy to implement and does not cost much to do so, and yet it delivers a very considerable educational benefit to students, especially for developing students' imagination.

참고문헌 (Reference)

1 Bettelheim, Bruno, "옛 이야기의매력1" 시공주니어 1998

2 Root-Bernstein, Robert, "생각의 탄생" 에코의 서재 2007

3 홍명희, "상상력과 가스통 바슐라르" 살림 출판사 2011

4 이지헌, "가르침이란 무엇인가?" 교육과학사 2011

5 "http://www.sfu.ca/～egan"

6 "http://www.education.nsysu.edu.tw/TICE2011"

7 "http://www.educ.sfu.ca/kegan/"

8 "http://www.csmonitor.com/2004/0723/p01s03-uspo.html"

9 "http://ierg.net/lid"

10 "http://en.wikipedia.org/wiki/Kieran_Egan_(educationist)"

11 Egan, K., "Values and Imagination in Teaching: With a Special Focus on Social Studies" 41 (41): 126-140, 2008

12 Knoll, M., "The project method: Its origin and international influence. In Progressive education across the continent" Lang 1995

13 Gardner, H., "The disciplined mind: What all students should understand" Simon and Schuster 1999

14 Peters, R.S., "The Logic of Education" Routledge and Kegan Paul 1970

15 Egan, K., "The Future of Education.: Reimagining Our Schools from the Ground up" Yale University Press 2008

16 Egan, K., "The Educated Mind.: How Cognitive Tools Shapes Our Understanding" The University of Chicago Press 1997

17 Egan, K., "Teaching as Story Telling: An Alternative approach to teaching and curriculum in the elementary school" The University of Chicago Press 1986

18 Johnson, T. W., "Philosophical Documents in Education" Pearson Education, Inc 2008

19 Russell, Bertrand, "On education" Unwin 1926

20 Egan, K., "Learning in Depth" University Of Chicago Press 2010

21 Egan, K., "Imagination and Education" Teachers College 1999

22 Egan, K., "Engaging Imagination and Developing Creativity In Education" Cambridge Scholars Publishing 2010

23 Egan, K., "Education's Three Old Ideas and a Better Idea" 31 (31): 257-267, 1999

24 Lamm, Zvi, "Conflicting theories of instruction: Conceptual dimensions" McCutchan 1976

25 Egan, K., "An Imaginative Approach to teaching" John Wiley& Sons 2005