John Dewey의 成長論理와 敎育 : John Dewey's Logic of Growth and Education

다국어 초록 (Multilingual Abstract)

ABSTRACT

Dewey's conception of 'education as growth', in this paper, will be critically re
-considered in following :

(1) The foundations of the logie of growth,

(2) The logie of growth ; (i) the meaning of growth, (ii) the nature and
condition of growth, and (iii) the criteria of growth,

(3) The logie of growth and the theory of education ; (i) philosophy and the
theory of education, (ii) the logie of growth and education.

To sum up :
Dewey's theory of growth can be called a product of his age formed by his
accepting the yarious philosophical theory. It can be systematized in the logie of
growth. It is found that it is to be inquired in the ethical (or social) sense, and
that growth itself is the oniy moral "aim". In this point, Dewey's conception of
growth is different with that used by naturalist philosophers of education (e. g.
Rousseau, Frobel). For the former see growth as the social process, whereas the
latter it the natural process.

Accordingly, Dewey's conception of growth is to be stipulately defined with the
"moral" sense. The logie of growth is as follow : (l) the nature and condition is
immaturity, (2) taken absolutely, not comparatively, it designates a positive force
or ability-the power to grow, therefore, the chief traits of immaturity are
dependence and plasticity, and (3) the criteria of growth are continuity and
interaction.

This logie of growth is applied to his conception of education as the process of
socialization and the process of social leaming. The two principles of growth is
justified as criteria in order to differentiate educational and non-educational
experiences. This method has greatly R.S.Peters' philosophy of education. But,
for Dewey, there is also a problem that the has not resolved with principle of
interaction. It is a problem that occures in conflict between need and desire within
the inner of self. Thus, the principle of interaction is possible in searching for the
consistence of the inner factor and outer factor of self, but impossible in seeking
for the consistence in conflict of factors within the inner of self.

다국어 초록 (Multilingual Abstract)

Dewey's conception of 'education as growth', in this paper, will be critically reconsidered in following :
(1) The foundations of the logic of growth,
(2) The logic of growth ; (ⅰ) the meaning of growth, (ⅱ) the nature and condition of growth, and (ⅲ) the criteria of growth,
(3) The logic of growth and the theory of education ; (ⅰ) philosophy and the theory of education, (ⅱ) the logic of growth and education.
To sum up :
Dewey's theory of growth can be called a product of his age formed by his accepting the various philosophical theory. It can be systematized in the logic of growth. It is found that it is to be inquired in the ethical (or social) sense, and that growth itself is the only moral "aim". In this point, Dewey's conception of growth is different with that used by naturalist philosophers of education(e.g. Rousseau, Frobel). For the former see growth as the social process, whereas the latter it the natural process.
Accordingly, Dewey's conception of growth is to be stipulately defined with the "moral" sense. The logic of growth is as follow : (1) the nature and condition is immaturity, (2) taken absolutely, not comparatively, it designates a positive force or ability-the power to grow, therefore, the chief traits of immaturity are dependence and plasticity, and (3) the criteria of growth are continuity and interaction.
This logic of growth is applied to his conception of education as the process of socialization and the process of social learning. The two principles of growth is justified as criteria in order to differentiate educational and non-educational experiences. This method has greatly R.S.Peters' philosophy of education. But, for Dewey, there is also a problem that the has not resolved with principle of interaction. It is a problem that occures in conflict between need and desire within the inner of self. Thus, the principle of interaction is possible in searching for the consistence of the inner factor and outer factor of self, but impossible in seeking for the consistence in conflict of factors within the inner of self.

목차 (Table of Contents)

• I. 緖 論
• II. 成長理論의 基底
• III. 成長의 論理
• IV. 成長의 論理와 敎育理論
• V. 結 論