상상력과 지식교육: 이건과 비고츠키를 중심으로 (Imagination and Knowledge Education: Drawing upon the Views of Kieran Egan and Lev Vygotsky)

서지정보

· 발행기관 : 한국교육철학학회
· 수록지 정보 : 교육철학연구 / 38권 / 4호 / 1 ~ 31페이지
· 저자명 : 곽덕주, 김회용, 최진

초록

본 논문은 최근 우리나라에서 뜨겁게 논의되고 있는 창의성 혹은 상상력 교육담론의 정당성을 교육 내적 원리에 근거할 수 있는 가능성을 찾는다. 이것은 상상력과 합리성을 서로 대비되는 것으로 바라보는 우리의 근대적 편견을 바로 잡고 이 둘을 통합적으로 고려하는 교수․학습의 원리를 정립하는 데 기여하려는 시도이다. 이를 위해 상상력 개념을 철학사적으로 검토한 캐나다의 교육철학자 키렌 이건의 논의를 재구성하며 교육적으로 주목할 만한 상상력의 개념과 그것의 핵심적 특징을 탐색해 본다. 그리고 이러한 상상력 개념이 교수․학습의 맥락에서 의미하는 바를 고찰하기 위하여 고등정신능력의 발달에서 상상력이 차지하는 역할을 탐색한 러시아의 발달심리학자이자 문화기호학자인 비고츠키의 논의를 집중적으로 분석한다. 여기서는 특히 상상력이 개념적 사고의 발달과 어떤 관련성이 있는지 살펴봄으로서 입시위주의 우리나라 지식교육의 병폐를 진단하고 처방할 수 있게 하는 교수․학습적 관점의 이론적 토대를 모색한다. 그리고 마지막으로 상상력을 요청하는 고등정신능력의 개발을 위한 교수․학습의 원리로서 이건의 심층학습(deep-learning)의 개념을 하나의 대안적 사례로 간단하게 소개한다.

영어초록

This essay attempts to examine the role of imagination in knowledge education, which has been one of the hottest issues these days in Korea in the name of creativity education. What is theoretically at stake in this task is to find a way of integrating imagination and rationality in teaching and learning knowledge, the roles of which have been wrongly considered separate and even contradictory in the function of the human mind. To do so, it first reconstructs a Canadian educational philosopher Kieran Egan's philosophically historical review of the concept of imagination. This will lead us to establish an educationally constructive concept of imagination, the concept which has been traditionally underestimated in its educational utility due to its subordinated status to reason or rationality in constituting human consciousness or intentionality. Secondly, it will examine Lev Vygotsky's developmental theory of imagination to draw some pedagogical implications in teaching and learning, namely how to develop and foster imagination in an educationally meaningful manner.
The reconstruction of Egan's view on the conceptual development of imagination will show how the concept has been evolved along with the change in our world view, making a shift from the secondary human faculty being in service of the absolute God in the pre-modern world gradually into the primary human faculty to construct and create human meanings and values as the source of active thinking in the modern world. Parallel to the conceptual shift, our examination of Vygotsky's theory of imagination traces his ideas on how the imagination in childhood develops into the imagination in the adolescent; the imagination in two stages takes completely different forms and paths in their development. According to Vygotsky, the imagination in the adolescent is critical to the development of the higher mental functions of human faculties including conceptual thinking, which has been one of the critical concern in knowledge education. Here the distinction and collaboration between visual conceptualization as a form of generalization and abstract conceptualization as a form of abstraction are addressed with a great importance to reveal their independent and interactive roles in the higher functions of the human mind.
Lastly, this essay concludes with Egan's idea of deep learning, which shows the importance of imagination in knowledge education. It is suggested as an educationally proper response to the malaise of exam-obsessed culture of knowledge education in Korea. For learning in depth is a form of learning for higher mental ability which requires the development of imagination, first and foremost.

참고자료

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