J. Dewey 의 경험 개념 = An Analysis of the Conception of Experience in John Dewey

다국어 초록 (Multilingual Abstract)

The purpose of this paper is to analyse the conception of experience in John Dewey on which his theory of education is based. To bigin with, it is necessary for us to firmly grasp his conception of experience to rightly understand his educational thought. This paper is in pursuit of analysing the conception in the aspects of its several types and meanings. We need to understand that the experience used by Dewey involves several types and meanings. The experience has six types. First, it is divided into primary and second experience in the side of its content. The former is gross, crude subject-matters, and the latter is refined ones derived from reflection. He insists that philosophy should use the empirical method having been used in natural science, in which takes a intimate relation between the two types of experience. Second, it is diveded into direct and indirect experience in the side of its method. The former is the method acquiring experience through we take vitally part in a situation of experience. The latter is the method learning by using representative media ; language, symbols, etc. Dewey emphasizes that the method of direct experience also has to be used in schooling as much as possible, so that children may get the valuable experiences. Third, it is divided into educative and mis-educative experience in the aspect of value. The former is the one that gives rise to active interaction between man and subject-matters, and promotes the growth of further experience. The latter is all experience that arrest or distort the growth of further experience. The experience in Dewey involves following meanings. First, it contains two phases in the same times ; content and method. The former is `what is experienced`, that is the object confronted with a organism in our natural and social environment. The latter is the process and results. The former means our experiencing activities in interacting with environments. The latter means `what was experienced` as the result of experimental experience, namely experienced content of knowledge, etc. Third, experience has two phases ; acting and thinking in its activity. The former is physical or external movements through muscles and sense organs. The latter is mental or internal operation of inference, imagination and so forth, stemming from intelligence and knowledge. But these various types and meanings of experience are only theoretical distinction. Dewey thinks all they are actually unified within the whole process of experience.