프래그머티즘의 시각에서 본 배움의 의미

A Study on the Meaning of Learning in the Perspective of Pragmatism

  이 연구는 프래그머티즘의 시각에서 배움의 의미를 규명하고자 한다. 배움은 인간의 전인격적인 변화와 성장을 이루는 과정이라 할 수 있는데 이는 고립된 사색만으로는 이룰 수 없고 변화하는 다양한 외부 환경과의 능동적 상호작용을 통해서 달성할 수 있다. 전통철학의 관점에 뿌리를 둔 기존의 사변적이고 고정적이며 분립적인 학습과정이나 방법에 도전하여 프래그머티즘에 입각한 배움은 활동적이고 유동적이며 상호적이고 종합적인 새로운 방향을 시사한다. 이 연구는 찰스 퍼스, 윌리엄제임스, 존 듀이의 이론들을 종합하여 인간과 환경과의 상호작용, 과학적 탐구방법, 습관의 의미, 경험과 성장, 실용적 가치 등의 핵심 요소들을 고찰함으로써 프래그머티즘이 제시하는 배움의 의미를 규명한다.

&nbsp;&nbsp;This study investigates the meaning of learning from the viewpoint of Pragmatism. It synthesizes theories of three Pragmatists: Charles Peirce, William James, John Dewey. Pragmatism challenges the dualistic attitude that divides the knower and the world. The knower is not independent from the world but interacts with and participates in it. Through the transaction, individuals come to know the change of the world and adopt their behavior to it. Individuals communicate with others and they discover and solve problems through the communication. Pragmatic learning focuses on continuous corrections of falseness or uncertainty through scientific reasoning and verification that exclude biases.<BR>&nbsp;&nbsp;Learning through pragmatic perspectives synthesizes intellectuality and sensitivity. It is based on the challenge towards dualism between mind and body. Students learn through activity that connects their minds and bodies. Contemplation itself does not have practical meaning. Pragmatism pursues practical value on how ideas have meaning in practices or real world. Pragmatic learning objects to authoritative infusion of knowledge. On the contrary, it leads learners to think themselves and reconstruct curriculum for the practical purpose. So, it promotes interplays between various subjects. Through pragmatic learning, learners become doubtful to the only answer and diversify their perspectives.