집단지성의 특성 및 기제와 교육적 시사점의 탐색

The Characteristics and Mechanism of Collective Intelligence and its Educational Significance

여러 개인들 간의 협력적 상호작용과 성찰을 통해 개별적인 작업으로는 얻기 힘든 시너지를 창출하는‘집단지성’의 아이디어는 최근 컴퓨터 통신체계의 발달과 함께 많은 주목을 받고 있다. 그런데 집단지성에 대한 대부분의 논의가 웹망의 확산을 통한 사이버공간에서의 협력 양상에 경도되어 있을뿐만 아니라, 집단지성의 의미와 조건에 대한 정교한 논의를 생략하거나 그 가능성을 무조건적으로 확대시키는 등의 한계를 보이고 있다. 이에, 본고에서는 집단지성의 의미를 명료화하고,‘정보의 교류나 공유’,‘집단 의사결정’,‘집단적 협업’등의 유사개념과의 차별화를 통해 그 특성을 구체화하였다.아울러 집단지성의 형성 조건에 대한 선행연구들을 분석하고, 집단지성의 작동기제 및 애로를‘차이를 전제한 공유’,‘경쟁과 협력의 딜레마’,‘독자성 및 구조성 추구와의 갈등’등으로 나누어 논의하였다. 끝으로, 집단지성을 둘러싼 담론이 지닌 교육적 의의와 시사점을‘지식의 성격에 대한 관점의 전환’,‘교육적 관계에 대한 재조명’, 그리고‘교육 내재동기의 발현’등을 중심으로 제시하였다.

This study explores the distinctive features, conditions and working mechanism of collective intelligence and its educational significance. Advances in telecommunications technology and the collapse of objectivism have greatly expanded the importance and virtue of collective intelligence. During the last few years, the number of references to collective intelligence has increased in a startling fashion. However, the concept of collective intelligence has often been confused with other notions, such as 'exchange and sharing of informations', 'group decision-making', and 'mass collaboration'. So, this study aims to try and clarify the peculiarity of collective intelligence, comparing it with those concepts. In relation to that, several required conditions and working mechanisms for the genuine collective intelligence are also identified. Traditional school systems do not fit easily into the idea of collective intelligence because schooling is deeply intertwined with the project of modernity. The subject matter knowledge is conceived as the external facts imposed upon learners. These learners are considered receptive, the learning process is supposed to be cumulative. Contrary to this, the idea of collective intelligence is based upon the alternative premise that knowledge is not a static object acquired by atomic individuals but one that is actively constructed through ongoing social exchanges and collaborations, embedded in social networks. In addition, an endogenous conceptual framework of education which is compatible with this new perspective of knowledge is suggested. Finally, educational implications focused on 'the nature of knowledge', 'the significance of educational relationships', and 'the intrinsic values of education' are discussed.