Reconstructionism의 교육법론(敎育法論) 연구(硏究) = A Study on the Educational Methods of Reconstructionism

다국어 초록 (Multilingual Abstract)

This study has attempted to find out the main concepts and implications of Reconstructionism and it`s educational methodology, in an attempt to find some educational suggestions for Korean education. The results of this study are summarized as follows: The terms that are frequently applied to major views are: ①essentialism, which is the educational philosophy concerned chiefly with the conservation of culture; ②perennialism, which centers its attention in the kind of educational guidance provided by the classical thought of ancient Greece and medieval Europe; ③progressivism, which is the philosophy of liberal, experimental education; ④reconstructionism, which believes that the contemporary crisis can be effectively attacked only by a radical educational policy and program of action. Education as power means education competent and strong enough to enable us, the majority of people, to decide what kind of a world we want and how to achieve that kind of world. It does not mean education so incompetent and so weak as to let minorities with more power than ourselves make this decision for us. Education as means is only strong when education as an end is strong. We need to know what we want, where we want to go, what our objectives are. Here is one of the points at which the reconstructionist modifies the progressivist philosophy. Social-self-realization symbolizes the highest human purpose belief in the capacity of the self to measure up to its fullest, most satisfying powers in cooperative relationship with other selves. One of the most important way, moreover, in which social-self-realization occurs is through creativity. School education, a still largely undeveloped opportunity exist to teach students of widely varying ages how to work cooperatively and collectively in coping with genuine community problems. These problems should enable them to experience real hurdles in the path of community action and thereby to learn how they may grow into citizens who know how to develop and practice strategies for overcoming them. We may evaluate the efficacy of education by asking these questions, and especially by inquiring how successfully it is performing not only its transmitting role but its modifying role as well. Is education helping people to understand the disequilibriums chronic to each of areas? Is it involved in helping pepole, who are after all the real substance of education, both to diagnose these disequilibriums and to search for prognoses of personal and particulary collective action by which new equilibriums may be achieved? Out of the debate of comparison, evidence, criticism, and argument, let students and teachers arrive at their own free agreements or disagreements as to which, if any, major philosophies offers them the most help and the richest promise. In the atmosphere of this kind of free and open learning, perhaps some students and some teachers will arrive at something like the social consensus. We are against indoctrination of all doctrines. Social consensus as process and product of learning is interpreted in four interrelated aspects: (1)1 earning through the direct evidence of one`s own experience or the evidence of others (for example, history, science, art); (2) learning through free, precise communication, both in the classroom and the community; (3) learning through open, majority agreement, which crucially involves the process of minority disagreement; (4) learning as group dynamics. That there are pitfalls and obstacles in the way of practicing this principle does not negate its central importance to the entire theory of reconstructionist education. Method and subject matter, while in actural learning inseparable, may be classified separatly for operational purposes. Problem-solving, particulary, is a basic method; but it is emphasized always in a strongly normative frame work, whether on a simple and concrete level of learning or on higher levels of abstraction and generalization. Subject matters, like wise chosen within this framework, may be classified in four large categories of knowledge-experience: (1) of social reality; (2) of proposals for social reconstruction; (3) of means to achivement; and (4) of goal-seeking interests-the last serving as chief integrator of all four categories. Year one of the secondary curriculum is devoted first to a motivation-orientation period, and then to study of economics-politics area. Year two devotes approximately equal blocks of time to the science and art areas. Year three concentrates upon the areas of education and human relations. Year four concerns itself with methods of attainment and a concluding normative synthesis in which the graduating class revises earlier blueprints, reconsider its value patterns, and reviews its omissions and disagreements. Throughout all four years, various methods of learning are practiced. There is constant give-and-take between the "hub" of general assemblies and the "spoke" discussion groups, as well as between these and content and skill learning. Work experience and community activity are regular producers. Indeed, all of the principles of "learning as goal- seeking" are put into operation, especialy in the secondary school. The entire purpose and process of education should be reconstructed. Time-worn curriculums, traditional teaching and learning practices, indeed much of the inherited structure and function of education, become outmoded, Education has the responsibility and the opportunity to bring to the children and adults of all countries the full import of the fearfull and promising age in which we live.