교육학 연구방법에 붙박인 Dewey와 Thorndike의 학문적 지문 추적 = An examination of academic fingerprint of Thorndike and Dewey embedded in education research

다국어 초록 (Multilingual Abstract)

The purpose of this essay was to clarify, with the eyes of a historian, that the nature of paradigm war occurred during the 1980s was rooted in the way in which the Science of Education was defined. In order to achieve the purpose, two figures who left deep academic fingerprints in the field of the Science of Education were located. They were John Dewey and Edward Thorndike. After describing the departing history of the Science of Education as a background knowledge, the differences between the two men both on the research method that they employed and in the ways in which they saw the nature of the Science of Education were examined closely. They confronted each other in the following ways. Dewey chose a classroom to study whereas Thorndike favored a lab in a university. Dewey advised researchers to keep distance for the time being from the immediate practical concerns for the formation of theories whereas Thorndike pursued an attachment to the practical concerns throughout his career. Dewey thought that knowledges were formed in the process of transaction between human organism and environment whereas Thorndike held a foundationalist`s point of view on the nature of knowledge. In a situation like this, American scholars in the field of education favored Thorndike. Thorndike conquered the field in USA. The Science of Education based on Thorndike`s idea spread abroad to Korea. Thorndike triumphed, Dewey defeated. It was 1970s~80s when Dewey`s idea revived. With the acceptance of the philosophical idea of anti-foundationalists such as Rorty, Dewey`s pragmatism upon which anti-foundationalists` philosophy based attracted the field`s attention. With an awakening to the limitation of Thorndike`s style research method and his view on the nature of the Science of Education, an interest in the Dewey`s idea and thought was getting higher.

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