‘사회적 실천에 참여’로서의 학습과 공동체 (Learning as Participation in Social Practices and Communities)

서지정보

· 발행기관 : 한국교육철학학회
· 수록지 정보 : 교육철학연구 / 33호 / 101 ~ 116페이지
· 저자명 : 이기범

초록

일종의 ‘물질’로 여겨지는 지식이 습득되는 과정을 학습이라고 믿는 ‘습득의 관점’은 의미 있는 학습 체험을 확대하려는 노력을 저해한다. 대안으로 사회적 실천에 참여를 학습으로 이해하는 ‘참여의 관점’이 제안된다. 사회적 실천은 내적 가치, 탁월성의 기준, 규칙의 준수에 의해 구성되고 수정되는 일련의 의미 있는 활동이다. 참여의 관점은 학습을 공동체에서 공유되는 사회적 실천에 참여하는 과정으로 이해하고, 구성원의 참여가 증대되면서 적합한 상호작용의 방식을 익히고 정체성을 형성한다고 해석한다. 참여의 관점은 학습의 목적이 더 좋은 삶을 추구하는 것이라고 명료화함으로써, 교육의 비전과 제도에 대한 성찰을 가능하게 하고, 학습의 개념을 풍요롭게 하는데 유용성이 있다. 그러나 다양한 가치가 갈등하는 현실에서 사회적 실천과 공동체 개념의 경험적 가능성과 규범적 타당성을 정립하는데 난점이 있다. 이를 보완하기 위하여, 실천과 공동체에 대한 규범적 기대를 줄이고 더 다양한 실천을 허용하여 실천공동체를 성취하고 성장시킬 것을 제안한다.

영어초록

Positing that experiences of meaningful learning are on demand to promote the life-long learning, this paper attempts to establish the viable understanding of learning conducive to them. In order to accomplish this, this paper intends: to examine the pitfalls of 'the acquisition view' as a way to understand learning; to introduce 'the participation' view as an alternative; and to discuss the ways to deploy it as a viable metaphor of learning.
According to the acquisition view, learning is a matter of individual acquisition of knowledge or its structures. This view appears to rely on a widely accepted 'folk theory' that governs popular thinking. It is problematic in that it appears to facilitate the reactive forms of learning, to reduce learning to teaching, and to hinder the expansion of the meaningful experiences of learning. As an alternative, this study provides the participation view wherein learning is seen as a process of participating in various social practices and shared learning activities. According to MacIntyre, practices are recurrent series of meaningful activities that involve the obedience to rules, the pursuit of the standards of excellence, and the achievement of internal goods. In this view, learning is also a process of becoming a member of community by means of learning to interact according to its social norms and (re)constructing one's identity. The participation view discloses the purpose of learning as a quest for 'the good life' and allows us to reflect on the vision of education and its institutional practices, enriching the field of learning.
However, the notions of practices, good life, and community fall into difficulties in establishing their empirical possibilities and normative validities. This predicament becomes exacerbated under the constellation of diverging and conflicting values we confront in school and society. It is a hard educational task to collaboratively search the good life and to build the community in school while striking the workable balance between differences and commonalities. As an attempt to ameliorate it, this study proposes to loosen the normative hold on practice and community. For this endeavor, this study discusses some insights drawn from Dewey's notion of educational community and Wenger's notion of the community of practice. It is then expected that diverse forms of practices contribute to the accomplishment and growth of viable communities and learning.

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