듀이와 브루너의 교육이론에서 내러티브의 가치 탐구

In Search of the Value of Narrative in Dewey and Bruner's Educational Theory

The purpose of this study is to search the value of narrative in Dewey and Bruner's educational theory. We may encounter many critics about the nature and epistemological stance of experience and knowledge in Dewey and Bruner. In educational discourse, the relationship between experience and knowledge is misunderstood because of its signifier within name and our cognition. This study focuses on ways of making meaning of experience based on Bruner's narrative. Dewey have less positive stance of making meaning of experience. Bruner have changed his viewpoint of the theory since 1980. Knowledge is a model we construct to give meaning and structure to regularities in experience. So we need to search the value of narrative of knowledge and experience. Narrative is our general mode of experience. Narrative is human and language process. In Bruner, narrative is interpreted a variety of way according to mechanism of knowledge construction, but it is composed by the main idea of cultural psychology, narrative thought, and hermeneutic of meaning-making etc. Thus the idea of experience and knowledge is reconstructed by narrative epistemology.