Dewey의 실용주의에 있어서 경험과 교육 = An experience and Education in Dewey's Pragmatism

다국어 초록 (Multilingual Abstract)

The word pragmatism spread, and at present it fairly spots the pages of the philosophic journals. Since pragmatism is a doctrine about the meanings of intellectual concepts. it should, ideally, be established as a theorem of semiotics, the theory of signs. Pragmatism represents a perfectly familiar attitude in philosophy, the empiricist attitude, but it represents it, as it seems to me, both in a more radical and in a less objectionable form than it has ever yet assumed. a pragmatist turns his back resolutely and one for all upon a lot of inveterate. Every experience is a moving force. Its value can be judged only on the ground of what it moves toward and into.
Experience at its best is thus represented in the various handicrafts. Experience is the result. the sign, and the reward of that interaction of organism and environment which, when it is carried to the full, is a transformation of interaction into participation and communication. Experience is emotional but there are no separate things called emotions in it. Experience is a process that continually gives us new material to digest. Our experience, inter alia, is of variations of rate and of direction, and lives in these transitions more than in the journeys end.
Traditional education offers a plethora of examples of experiences of the kinds just mentioned. Education is going on in a one-side way, for attitudes and habits are in process of formation that stand in the way of the future learning that springs from easy and ready contact and communication with others. Education must have a tendency, if it is education, to form attitudes. Education proceeds by instruction taken in a strictly literal sense, a building into the mind from without. Scholasticism still opposes to such changes the method of confutation by single decisive reason, showing that the new view involves selfcontradiction, or traverses some fundamental principle, the school has the function also of coordinating within the disposition of each individual the diverse influences of the various social environments into which he enters.
The scientific attitude is experimental as well as intrinsically communicative, Science is a name for knowledge in its most characteristic from. Science is an affair of civilization not of individual intellect. Science is a potential tool of such a liberating spiritualization; the arts, including that of social control, are its fruition. The unity of all the sciences is found in geography. Science is an instrumentality of and for art because it is the intelligent factor in art. Scientific inquires and philosophers alone exemplified pure reason, operating with ideal forms for the sake of the latter. The scientific revolution may be said to have been initiated when investigators borrowed apparatus and processes from the industrial arts and used them as means of obtaining dependable scientific data.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 경험
• 1. 삶과 사고
• 2. 경험과 사유
• 3. 가치와 도덕
• Ⅲ. 교육
• 1. 교육과 사고
• 2. 이론과 실제
• 3. 인문주의 교육철학
• Ⅳ. 결론
• 참고문헌