듀이 敎育哲學의 分析的 考察과 그 批判 = Analystic Study & Criticism on Dewey's Philosophy of Education

다국어 초록 (Multilingual Abstract)

In this study, the author analyzed and criticized Dewey's philosophy of education which was based on the pragmatism, as a reflective material of the Korean educational development for its democratization.
Dewey's theory of education can be said in a word the pedagogy of experience theory. Because his fundamental spirit of educational philosophy was the philosophy of experience theory.
What he puts the origin of education on the necessity of life proves that he stands on the pragmatism-that is, the basis of the experience theory.
Dewey believed that the alternative maintenance of life or experience was the duty of education.
He also continually insisted that the relation between experience and education can not be distinguished from the relation between theory and application of the transcendental philosophy, therefore they should be regarded as identical.
From this viewpoint, Dewey verified the communication as a theory of education, the environment which makes the communication possible, and also made clear the right meaning of leadership which realized in the environment. Furthermore, he expressed the process of continuing action by the experience's renovation through the guide, the conception of growth. And there he reached a definition of his educational conception.
At last, Dewey grasped his conception that the essence of the democracy is an experimental and continuous development through the developing of theory connected with democracy and education.
As we mentioned above pedagogy of Dewey can be expressed that it begins at experience and ends with experience.
Though Dewey's philosophy of education can be criticized from many-sided angle, I recognize that he established an original philosophy of experimental experience theory and achieve the most meritoricus work.
Therefore, it must be studied that the definition and value of Dewey's experience philosophy belong to that of pedagogy.

목차 (Table of Contents)

• Ⅰ. 序言
• Ⅱ. 經驗論的 敎育觀
• Ⅲ. 成長으로서의 敎育
• Ⅳ. 經驗의 改造와 敎育
• Ⅴ. 民主主義와 敎育의 目的
• Ⅵ. 結論