듀이 ‘경험’ 개념의 교육적 의의

다국어 초록 (Multilingual Abstract)

This study is a literature research to find out educational significance of John
Dewey’s ‘experience’. Because I used hermeneutics of Gardamer to do this study, all data needed for it was collected within writer’s horizon of
educational understanding.
First of all, I pointed out some various educational situations revealing in our society. It was clear that most of people in our society think our educational situation needs to be changed. In this study, I followed up the John Dewey’s educational opinion to find the answer. Especially the concept ‘Experience’ is important in his philosophy. And the Learner as the Subject of the educational change was also understood as the Subject of ‘experience and education’.
To consider these concepts of ‘experience’ and ‘the Learner’, the main thema of this study were as follows.
First, I understood the concept of John Dewey’s ‘experience’ based on the traditional experience and considered the educational experience toward the growth.
Second, I considered the Learner as the Subject of education by studying the Nature and Character of the Learner through John Dewey’s Experience theory.
Third, based on the two thema above, I reinterpreted the Learner suitably in our society and considered the educational significance of the Education through experience.
To research these thema concretely,
Chapter Ⅱ described about the traditional concept of experience, especially in ancient Greek and modern times. And it was presented the necessity of New Education though the experience that John Dewey proposed.
There was the explanation of the educational experience of John Dewey on Chapter Ⅲ. Even though there are too many surroundings that a person experiences, the person can grow well only through educational situation.
Educational situation is the place where the person has the educational experience. And to make the surroundings the educational experience, it needs three conditions: the principle of the Situation, of the Continuity and of the Interaction. And then, the result of the education through the experience is the Growth of the Subject. Eventually experience does not take apart from education. Rather, these two concepts are very close each other.
Chapter Ⅳ considered the Learner as the Subject of experience. In John Dewey’s shoes, the Learner is active and subjective. And he has the three Nature; impulse, habit and intelligence. If they function very suitably while the Learner experiences, the experience of the Learner will be able to be educational. But the Learner is immature and dependant. How do we have to understand the Learner who has these character? There are some prejudice in our recognition.
To change our recognition about the Learner which we have ever had as the prejudice, we need to break out our recognition and understand new stance about the Learner. The learner was reinterpreted suitably to our educational situation and the educational significance of John Dewey’s experience was described to apply to our educational situation on Chapter Ⅴ.
In this moment our education needs to change, many people in our society try to reforming it in various fields. Most of all, the very important thing that is essential and necessary to change our educational situation is understanding properly the Learner who is immature and dependant, but active and subjective. That is, the learner does not have an ability to live alone but he has possibility of growth to live with while going through educational experiences. The important thing is how we can make educational experiences for him to grow well in our society. In the end, education considering the Learner’s experiences can be education through the experience and education centralizing the Learner is expected to take a leading role to change our educational situation.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성과 목적 1
• 2. 연구내용 8
• 3. 연구방법 10
• 4. 연구의 제한점 12
• Ⅱ. ‘경험’개념의 역사적 고찰 14
• 1. 고대 그리스의 교육적 특성과 플라톤의 경험관 15
• 2. 근대(17∼18세기)의 경험과 인식에 관한 이론 20
• 3. 전통적 ‘경험’에 대한 듀이의 비판과 새로운
• 경험이론의 제창 25
• Ⅲ. 듀이의 경험교육론 31
• 1. 경험의 본질 32
• 2. 경험의 원리 35
• 1) 상황의 원리 36
• 2) 상호작용의 원리 38
• 3) 지속성의 원리 41
• 4) 성장의 원리 42
• 3. 경험과 교육의 관계 47
• Ⅳ. 듀이의 경험교육론에서 본 학습자의 성격 50
• 1. 인간으로서의 학습자 51
• 2. 학습자의 본성 54
• 3. 경험하는 학습자 59
• Ⅴ. ‘경험’ 개념의 교육적 의의 63
• 1. 학습자에 대한 새로운 이해 63
• 2. 경험을 통한 교육의 교육적 의의 66
• Ⅵ. 결론 72
• Ⅶ. 참고문헌 76