예술교육의 관점에서 예술과 지식의 문제: 존 듀이와 넬슨 굿맨을 중심으로 = The Problems of Art and Knowledge: Focused on John Dewey and Nelson Goodman

다국어 초록 (Multilingual Abstract)

A major concern of this study is to clarify the relation between the theory of John Dewey and Nelson Goodman in the cognitive function of art in order to provide for art education with ephistemological foundation. First, the qualitative thought of John Dewey, the logic of artistic construction that works the principle of reflective thinking, is worth more than a passing notice, whether its product be a painting, a symphony, a statue, a building, a drama, or a novel. The logic of artistic construction and aesthetic appreciation is peculiarly significant because they exemplify in accentuated and purified form the control of selection of detail and of mode of relation, or integration, by a qualitative whole. Artistic thought is not however unique in this respect but only shows an intensification of a characteristic of all thought, that is reflective thinking. This logic of qualitative thought has some relation with constructivism. The construction of meaning through interaction between the subject and stuation is most important to constructivism. So I argued in this study that the epistemology of Nelson Goodman which suggested the cognitive function of active feelings and not the knowledge but the understanding is affected by John Dewey`s logic of qualitative thought. In Dewey`s system, cognition is concerned with the objective and universal aspect if experience. Feeling deals with the subjective and qualitative side, while willing is the active mediation of the two into concerte individual. Since Knowing and feeling are activities of Sprit, they are forms of willing, since feeling and willing are concerned with the content of Sprit, they are knowledge, and since knowing and willing refer to some subject, they involve feeling. An experience also marks moment of genuine thinking. In most thought is a troblesome means to that end. The difference of the two is that Nelson Goodman who is an analytic philosopher accepts the method of thinking, but rejects the phenomenological chracteristics of pervasive quality and pursues the reconstruction of reason through the ``symbol systems`` including the artistic symbol systems that construct the world in its own way, for example ``expression`` and ``examplification``. Therefore the epistemology of Nelson Goodman includes the art philosophy, and his aesthetics becomes epistemological aesthetics that shows the ways of the artistic cognition through artistic symbols. In this point of view, the cognitive function of art, the conception of artistic cognition of John Dewey and Nelson Goodman has utility for formulating the theory and practice of art education. In spite of the connection of the two, Dewey`s theory of art has some merits that Goodman hasn`t. The concept of ``an`` or ``aesthetic`` experience of Dewey has not only cognitive value included the process of reflective thinking but also intrinsic value of ultimate satisfaction in life. Furthermore the characteristics of an experience to the question of action, of genuine praxis. these are the merits of Dewey not Goodman providing some directions for theories and practices of art education in these day.