특수교육학에 수용된 피아제 발달단계 모델에 대한 신체현상학적 반성-중증정신지체아동의 발달 현상을 중심으로

Phenomenological Reflection on the Model of Developmental Sequence of Piaget in the Special Education-oriented to developmental Phenomenon of children with severe mental disabilities

인지발달의 단계성, 지능발달의 성격과 의미, 개인적 의미부여 활동으로서의 인식활동 등 피아제 발생적 인식론이 인지발달과 관련해 특수교육에 주는 시사점은 간과되거나 평하 될 수 없다. 그러나 특수교육이 피아제 발달이해를 무비파적으로 수용할 경우, 피아제 발달 단계모델에 내재된 논리-지능 지상주의적 인간상이 중증정신지체아동의 전인적 발달이해에 인간학적, 윤리적 한계를 유발하게 된다. 피아제 사상이 갖는 이론적 장점을 살리기 위해서라도 인지주의적 단계모델을 특수교육적으로 재조명해야 할 필요가 있으므로 메를로-퐁티의 신체현상학 시각으로 이를 반성을 하고, 중증정신지체아동의 발달현상과 교육에 대한 시사점을 결론으로 도출한다.

The contribution of Piagets developmental psychology to the theoretical conception in the special education is not to be overlooked and not to reduce: "Piagets steps of the cognitive development", "Piagets concept of the intelligence development", "Piagets insight, human recognizing as meaning activity of the individual". However, there is risk that the theory-immanent anthropological and ethical limits of Piagets theory can be overlooked, if we tend to adopt his intellectual understanding about development of child uncritical into the special education. According to this stage modelling, which constructs itself cognitive "finalistic", it is associated that the cognitive development of children with severe mental disabilities would have bogged down in the sensori-motor period lifelong and their world-making would be accordingly rudimentary, illogical and their thinking process chaotic, for the reason that their way of thinking is, in contrast to the adult thinking, strongly dependent on the perception and therefore egocentric. To make use of Piaget's development theory for the special education meaningful, these ethical limits should be scrutinized in terms of some constraining aspects of stage modelling. The body phenomenology of Maurice Merleau-Ponty offers the crucial perspective, which chiefly concerns about the childlike way of thinking and its own full of value. This insight concludes further more that the meaning of affective and emotional aspects should be rehabilitated in the human development.