Dewey, Buber 및 Bollnow의 敎授 개념에 관한 比較 硏究 = A Study on Dewey, Buber and Bollnow's Concept of Instruction

다국어 초록 (Multilingual Abstract)

According to Progressive Philosophy of Education, instruction means the guidance of students' experience to the active adaptation to real life. And all of the human experience directly concerns the human growth and development by way of continuous renewal, In short, Progressive Philosophy views human experience as life itself and continuous process of experiment.
However, Martin Buber and Otto F. Bollnow, Existential philosophists of education, view human experience as the discontinuous and unexpected one rather than continuous and expected. As an example of discontinuous and unexpected experience, Martin Buber points "Meeting", and Otto F. Bollnow indicates "Crisis".
Buber and Bollnow insist that education and instruction should help the student handle by himself the unexpected meeting and discontinuous, indispensible crisis rather than voluntarily operate those experiences for the students.
After all, we can understand that human experience has the characteristics of both continuity and discontinuity or unexpectedness. Therefore, instructors should keep in mind the ambivalence of human experience and should help the students' continuous growth and development of experience as well as help them positively encounter their discontinuous, fragmentary and unexpected experiences such as existential meeting and fatalistic crisis.

목차 (Table of Contents)

• 목차
• Abstract = 19
• Ⅰ. 序言 = 20
• Ⅱ. Dewey의 敎授 개념으로서의 "經驗" = 21
• Ⅲ. Buber의 敎授 개념으로서의 "만남" = 24
• Ⅳ. Bollnow의 敎授 개념으로서의 "危機" = 29
• Ⅴ. 結論 = 35