교육학의 학문적 성격에서 본 교육연구의 과제 = Some Fundamental Issues in the Study of The Discipline of Education
저자
발행기관
학술지명
권호사항
발행연도
1986
작성언어
Korean
KDC
051
자료형태
학술저널
수록면
177-198(22쪽)
제공처
소장기관
It has often been said that education is common sense. The phrase seems to imply that no one can divorce himself from education as he involves in education one way or the other. Does this mean that theories of education are nothing more than common sense? If so, what responsibilities do experts and students of the discipline of education bear, and what contributions do they make to this public common sense? Are educational theories different in nature from those of other disciplines? If so, how and in what ways? These are questions to be discussed in this paper. Some other fundamental issues in the study of education are also examined by illuminating them in the context of Joseph Schwab's well-known discussion of the basic structures of disciplines: "Organizational," "substantive," and "syntactical."
The organizational structures of education are principles not exclusive to other disciplines and are concerned with the problem of delimiting the borders and interaction between education and other fields of discipline. In practice, particularly in Korea, the organizational structures of education are so vague and ambiguous that educational researchers are forced to deal with overlapped disciplines. The fact that science of education is multi-disciplinary does not necessarily mean that the field of education is to be extended infinitely, without borders with other disciplines. This overlapping creates waste and makes cooperation among academic societies more difficult.
Another issue related to the organizational structure of education is the sectionalization and professionalism within the field of education itself. Under this academic environment students of education are concerned more with other disciplines such as administration, philosophy, sociology, etc., rather than establishing their own theories in their primary field. It is true that educational study cannot be conducted by itself without considering the interaction with other disciplines, as educational events occur in complex ways. However, for the purpose of this study, it is necessary to establish systematic boundaries from other disciplines.
Substantive structures of discipline are sets of propositions and assumptions about the variables of interest to the discipline. There are different levels of substantive structures apparent in most disciplines. Some assumptions and propositions are fundamental to a discipline; their removal or alteration would require a total revision of that structure. Other levels of assumptions are trial ones, including the tentative hypothesis. Between the two extremes lies the bulk of substantive structures.
What are the assumptions and propositions in the field of education? And how are they related to those of other sciences? It must be pointed out here in conjunction with the substantive structures of discipline that most assumptions and propositions used in education are borrowed from other disciplines. The problem is not in "borrowing" itself, since educational events are complex and comprehensive in nature. Instead the principal concern involves mixing and applying those borrowed concepts which often prove to be incohesive and unfeasible when approaching educational problems. Mixture of assumptions borrowed from other disciplines are not substantive structures of education. When trying to resolve practical educational problems, the answer is not in an unassimilated compound of borrowed concepts which may have the superficial appearance of the right formula, but in the homogeneous solution refined with proper consideration of substantive educational concepts.
Syntactical structure is a system for gathering and evaluating data, posing and testing hypothetical assumptions, and relating these assumptions to broader generalizations and the explanatory scheme. The variabilites of the syntactical structure are related to a large number of factors, one of which is the characteristics of the variables being investigated at a given time in a given discipline.
There is little agreement on variables among scholars of education. They find it extraordinarily difficult to delimit the variables of concern. The nature of variables in question is determinant of syntax to be employed. There no adequate direct efforts in educational research to delineate the syntactical structures of the discipline of educational theory. There will be no bright side in perspective in the field of education unless adequate efforts are made for delineating the variables being investigated.
Another issue related to syntactical structure of education is the characteristics of educational theory. There has been a series of discussions among scholars and educators as to "descriptive" or "prescriptive" nature of educational theory. This argument also led to similar discussion of "quantitative" or "qualitative" approach to educational research. It is worth nothing here that education theory and educational research should be against dichotomization. Educational events occur as "whole" ones. We often fail to adopt the view that there is a close relationship between science and art, and that there are more similarities than difference between artistic work and scientific work.
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