교육과정 연구에서의 이론과 실제 = The Relationships between Theory and Practice in Curriculum Studies

다국어 초록 (Multilingual Abstract)

The theory has value independent of the application to the practice which is interpreted as processes of means and ends. The practices interpreted like this can be called `the abstract practice` which means practice abstractly viewed. Pragmatists view practices as processes of means and ends. And they see the status of theory on that ground. Pragmatists think that the theory has value because it can be applied to the practice. But the theory is to explain the connection of means and ends and it stands oriented to the opposite to the practice While we interpret the practice concretly, we can say that the theory has value because it can be `applied` to the practice. What I mean by `the practice interpreted concretly` is the practice which is inerpreted as a manifestation of mind. This interpretation is different from those interpretations of pragmatists or rationalists which is a kind of pragmatists. The theory contributes not to groping of means(pragmatists nor to deciding of ends(rationalists), but to understanding of minds. So the fruits of the theoretical enquiry is applied to the practice by way of mind. The standpoints of Bum-mo cheong represent pragmatist view in curriculum studies and educational studies in general. Those of early P. H. Hirst represent rationalist view in curriculum studies and educational studies in general.