교과교육의 내용과 방법 = The Contents and Method of the Subject-matter Education
저자
박형규 (전주교육대학교 교육학과)
발행기관
학술지명
권호사항
발행연도
1995
작성언어
Korean
KDC
041
자료형태
학술저널
수록면
147-180(34쪽)
제공처
소장기관
The contents and method of the subject matter education have some close relationship mutually in achieving the education purposes. There are two opinions in such relationship : one is the opinion that two factors in education "process and result" have some "factual relationship", the other is the opinion that the two have "logical theoretic relationship". The two opinions can be briefly summarized as follows:
1. Dewey, Tyler, etc., insisted that the two are "factually related"
2. Ryle, Oakeshott, etc., insisted that the two are "logically related"
In case of "factually related", the two factors are connected with the thinking process of the inner side of the learner and the thinking objects of the out side of the learner, and they are also separated each other into the thinking process and result and they are also connected "before" and "after" in time sequence. The process means the psychological process (knowledge as a process) in the inside of the learner and the result means the products of the thinking process (knowledge as a result)
In case of "logically related", the two factors are not connected in time sequence and also they are no longer the thinking process of the inner part of the learner and thinking objects of the outer part of the learner. They are connected in the concrete educational situation in the relationship of "the inside and outside of the educational contents, they are also supposed to exist simultaneously in time sequence.
In case of "factually related", the two are a different one each other. Therefore, we can develop some system of the methods to combine the two factors. But in case of "logically related", the system of the methods to combine the two comes to be different because "the process and result" of education exist simultaneously in time sequence and process and result are taught together in the same time.
Dewey's opinion is that the "experience" includes the "process and result" of education. In other words, he insists the "process" exists in the contents of education. His opinion is a monism to integrate the contents and method of education. He thinks that the two "process and result" are operating each other in the "factually related state" to achieve the educational purposes and such thinking of his leads to the so called "general method-5 stages of thinking" which urges the systemization of the educational method.
Tyler systemized the general procedure of education into a methodology to combine "factually" knowledge as a result (contents) and "psychological process of the inner side of the learner (Behavior) (Tyler, Basic Principles of Curriculum and Instruction, 1949). His methodology means the process to realize "factual combination" of the "contents and behavior" confirming the related factors in education which are connected with the "contents and methods" or the "process and results".
Ryle insists that the "prepositional knowledge" and "procedural knowledge" are "logically related" each other and that they are in connection with the "inner side" and "outer side" or "bottom" and "surface" of knowledge. In other words the "process" and "result" of education, or "knowledge as the educational contents" and "thinking method" are also "logically related". According to his opinion, the "prepositional knowledge" and "procedural knowledge" can not be reduced to one because the two are "logically" divided each other.
Oakeshott insists that the "technical knowledge" and "practical knowledge" are related each other not "factually" but "conceptually (logically)". The former can be taught by using of books and also can appear as a form of proposition but the latter can not be closed up to a form of proposition. He divided conceptually (not factually) the cultural inheritance into "information and judging". The former can appear as some facts or products of intellectual operation and the latter can not be presented as an item and we can not memorize it. His opinion is that we can teach the information by means of "instructing" and judging by means of "imparting". The "instructing" and "imparting" are also divided not "factually" but "logically" and they always operates themselves not one by one but together.
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