듀이 교육사상에 대한 비판과 재평가 ―사회철학적 측면에서 프래그마티즘을 중심으로―

Criticism and Revaluation of John Dewey's Thought on Education -With reference to his pragmatism in the aspect of social philosophy-

Dewey's philosophy concerned with his educational thought is known as pragmatism. His pragmatism is also deeply related to his scientific method and democratic education. This paper attempts to achieve a threefold aim: (1) to examine what pragmatism of Dewey means; (2) to consider social contribution of Dewey's scientific method; (3) to discuss the practice of Dewey's democratic education. In addition, this study examines justifiability of rationale for criticism on Dewey's thought. There are two sides of evaluation with opposite view among critic on Dewey's thought. However the central interest of the writer of this paper is to utilize Dewey's thought on education from affirmative side rather than negative aspect. Pragmatism is a key concept of Dewey's philosophy and his education thought. It is known as having such characters as equilibrium avoiding extremism, positive and comprehensive attitudes. According to Dewey a just society is to attained by reducing the social lag due to the onesided development of material use of scientific knowledge for private gain of the socially dominant group. The just hope for a just society depends upon the use of intelligent pragmatism method in solving social problems. Dewey is confident about the successful use of scientific method for solving social problems. He regards human nature as neutral and improvable. Some criticize that Dewey's optimistic conviction toward science including his scientific method lacks a deep understanding of the tragic aspect of human beings. Reinhold Niebuhr as a critic of Dewey claims that pure reason cannot be applied to social problems since reason is corruptible. It is always the servant of self interest in social situation. Even though this writer assent to Niebuhr's criticism, Dewey is still realistic in solving social problems. The implications of the ideas of Dewey are drawn for Korean education and society in such areas as: teaching of the scientific method and pragmatic approach in the classroom and social research for just society and social welfare; and realization of balance and harmony for democratic society.