듀이의 학생의 본성에 대한 이해와 교육

A Study on Dewey's Nature of Student and Education

In this article, I have considered Dewey's educational theory that founded on his understanding of student's nature and self. Dewey's educational theory stems from his philosophical understanding of human. Rather than pursue the full scope of Dewey's thought about the student, I have limited to his opinions of the student's nature and self. Although Dewey is frequently considered a child-centered educator, this description is somewhat inaccurate. He was better described as community-centered because he thought learning was a social activity, not a individual one. Dewey thought that the major responsibility for education fell initially upon adults, teachers, and others. He considered adults responsible for creating learning conditions to promote educative experiences for children. This is not to say that Dewey did not place emphasis on the learner's initiative and involvement. If the energy for learning dose not come from the student, the teacher's guiding, directing, and navigating were impossible. Students need guidance in their desire for freedom to learn, and help to navigate society's contradictory education current. Without such help, they will likely suffer damaging, permanent outcome. Therefore, Dewey believed the centre of education needed to shift from the curriculum and teacher to the child and his impulses as a member of a social group. If Dewey's thought is sound, it is the student's nature and destiny to experience the joy and pains of inquiring, reflecting, and learning. But the pain should come from educative learning experience, not from walls that school and society create to stymie the learning and development of the student.