교육이론의 두 가지 측면: 교육이론의 실제성과 실제적 지식의 언어화 (Two Aspects of ‘Educational Theory’)

서지정보

· 발행기관 : 한국교육철학회
· 수록지 정보 : 교육철학 / 35호 / 285 ~ 316페이지
· 저자명 : 김정래

초록

The examination of ‘educational theory’ lies in the centre of the inquiry on what education really does. The nature of educational theory should be minutely scrutinized either if education discipline is to be considered as one discipline which cannot be reduced to any other discipline or if educational theories are to improve the educational practices. The study has tried to tackle two aspects of ‘educational theory’. The one is the educational theory whose main function as an academic activity is to describe and explain the phenomena of education. The other is the educational theory to improve the practices of education. Whereas the former is the ‘explaining theory’ dubbed as E-theory, the latter is the ‘guiding principle’ as G-theory. The arguments for and against the both have been found in the classical debates between D. J. O'Connor and P. H. Hirst.
As a result of examination, G-theory is quite adequate for the educational theories, which are composed of practical knowledges. The practicability of educational theory is the most significant feature among others. For this, the Greek notion ‘arete’ and the Zen Buddhist notion ‘correct function’ have been examined so that the nature of educational theory consists in the notions such like ‘practices’ as MacIntyre has asserted and ‘practical knowledge’ in the post-Hirstian theory. Despite its difficulties of non-articulation, however, the educational theory cannot exist beyond the area of languages to be articulated. There is no even guarantee for practicability of educational theories without any aids by articulated languages. The modes of representation, as shown in the theories of J. Piaget and J. S. Bruner, are the quite examples for this case that always requires the articulated codes, languages and the like for grasping the practical theory. In a conclusion, as the paper has demonstrated, the practicability of educational terms and the articulation of practical knowledge are the necessary requirements for the educational theories that actually work in the practices of education.

영어초록

The examination of ‘educational theory’ lies in the centre of the inquiry on what education really does. The nature of educational theory should be minutely scrutinized either if education discipline is to be considered as one discipline which cannot be reduced to any other discipline or if educational theories are to improve the educational practices. The study has tried to tackle two aspects of ‘educational theory’. The one is the educational theory whose main function as an academic activity is to describe and explain the phenomena of education. The other is the educational theory to improve the practices of education. Whereas the former is the ‘explaining theory’ dubbed as E-theory, the latter is the ‘guiding principle’ as G-theory. The arguments for and against the both have been found in the classical debates between D. J. O'Connor and P. H. Hirst.
As a result of examination, G-theory is quite adequate for the educational theories, which are composed of practical knowledges. The practicability of educational theory is the most significant feature among others. For this, the Greek notion ‘arete’ and the Zen Buddhist notion ‘correct function’ have been examined so that the nature of educational theory consists in the notions such like ‘practices’ as MacIntyre has asserted and ‘practical knowledge’ in the post-Hirstian theory. Despite its difficulties of non-articulation, however, the educational theory cannot exist beyond the area of languages to be articulated. There is no even guarantee for practicability of educational theories without any aids by articulated languages. The modes of representation, as shown in the theories of J. Piaget and J. S. Bruner, are the quite examples for this case that always requires the articulated codes, languages and the like for grasping the practical theory. In a conclusion, as the paper has demonstrated, the practicability of educational terms and the articulation of practical knowledge are the necessary requirements for the educational theories that actually work in the practices of education.

참고자료

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