교사의 실질적 권위와 그 정당화 논의

이병승(Byung Seong Lee) 공주대학교 교육연구소 2011 교육연구 Vol.25 No.-

The aim of this thesis is to investigate the meaning and modes of actual authority as the quality of good teacher and then to suggest some important implications to school teachers teaching in our school society. Conclusions are as followings. Firstly, researcher tried to find essential meaning and importance of actual authority of teacher. Especially, I classified actual authority as two modes: intellectual authority and control authority. And then I again classified intellectual authority as authority of subject, authority of teaching method, authority of educational aim, and also control authority as directive authority. And I discussed some meanings and importance of having those authority. Secondly, researcher emphasized that ability of right uses and justifications of actual authority are important qualities or possibilities of good teacher. As researchers stressed, it is important to use the authority with rational and democratic procedures. And teachers must understand tentative quality of authority, and more must justify his authority based on rational reasons, especially in the dimensions of intellectual inequality, desirable model of action, development of autonomy. Thirdly, researcher suggested some implications from ahead discussions about actual authority. I stressed that ultimate aim of use of authority by teacher is to eliminate authority. For final aim of teaching is to help students to live autonomously without some control and sanctions by teacher. In the future the problems of right using and its justification of actual authority of school teacher will be more important issues in our changing school society. 이 연구에서 연구자는 훌륭한 교사가 되기 위해서는 직위상의 권위와 더불어 실질적인 권위를 가져야 한다는 점을 전제한 후 실질적인 권위의 의미, 종류를 밝히고, 이러한 권위의 사용방법과 정당화 방안을 제시하였다. 특히 교사가 권위를 사용하면서도 권위주의의 유혹에 빠지지 않기 위해서는 권위와 관련된 통제방법들에 대한 깊은 이해가 있어야 하며, 권위를 잠정적인 것으로 다루는 태도가 필요하다는 점을 강조하였다. 나아가 권위의 역설 즉 권위 사용의 가장 큰 목적은 권위의 소멸이라는 의미에서 학습자를 개방적이고 겸손한 태도로 대해야 한다는 점을 제시하였다. 아울러 교사는 자신의 권위행사에 대한 합당한 이유의 제시, 즉 정당화 작업에도 소홀해서는 안 된다는 점을 강조하였다. 왜냐하면 정당화 작업은 교사 본인이 권위의 남용과 오용에서 벗어날 수 있도록 해 주는 합리적 논의의 장치이며, 학습자의 내적 승인과 자발적인 복종을 이끌어낼 수 있는 효과적인 방안이라고 판단했기 때문이다.

훌륭한 교사의 철학적 자질 탐색

이병승(Lee, Byung-Seong) 한국교육철학회 2008 교육철학 Vol.36 No.-

The aim of this thesis is to criticise previous researches on the qualities of teacher based upon scientific paradigm, and to suggest some philosophical qualities of excellent teacher. Conclusions are as following. Firstly, the concept of 'excellent teacher' must be differentiated from the concept of 'master of instruction' and 'expert of teaching'. And it must be differentiated from the concept of 'efficient teacher'. For they shared with some common qualities, but not consisted with each other. Qualities of instruction and teaching are only one necessary condition composed of qualities of 'excellent teacher'. After all, scientific qualities of teacher are not sufficient condition, but necessary condition composed of excellent teacher. Secondly, excellent teacher must posses some philosophical qualities for becoming to ideal teacher. Their qualities are as following: (i) rational thinking activity, (ii) critical activity of education, (iii) reflective activity of education, (iv) justification of educational activities, (v) ethical activity of education. They are not special qualities but general demanded to all teachers. School teachers can not achieve these qualities through only scientific training. They can achieve them by long philosophical discipline. Thirdly, the philosophical qualities of teacher will function as relevant criteria for evaluating their educational activities as teacher. And also they will contributed to correct prejudiced view of good teacher based upon scientific paradigm in our society. Now, the one of very important tasks of school teacher is to research the concept of excellent teacher, and more to achieve it.

플라톤의 『국가』에 나타난 ‘동굴의 비유’와 그 교육적 함의

이병승(Byung Seong Lee) 공주대학교 교육연구소 2023 교육연구 Vol.37 No.2

The aim of this study is to analyze and translate ‘Allegory of Cave’ in Plato’s Republic, vol. 7 from an educational perspective, focusing on the unique meaning and importance of allegory. For achieving this aim, researcher firstly tried to reconstruct forms of this allegory, introduced by Plato in a conversational type step by step, and tried to identify many educational implications involved in this allegory in three main aspects. Conclusions are as follows; Firstly, researcher found that concept of ‘conversional education’ handled as important assignment of educational work in allegory. In view of this suggestion, educators would be rethinking critically and be prepared to change their traditional concept of education. Secondly, researcher found that removing prejudices or preconceptions is an important assignment for educational activities in this allegory. In view of this discovery, educators would make efforts to remove prejudices or preconceptions before teaching specific knowledge or information. Lastly, researcher discovered that one of the important attitudes of educators is to have the humanity toward ignorant and stupid people in the allegory. In this view, educators would provide their own true knowledge or information to the ignorant. In addition to this implications, researcher tried to suggest the possibilities of re-translating the ‘Allegory of Cave’ for having meaningful connotations and implications. 이 글에서 연구자는 비유(比喩)가 가지는 독특한 의미와 중요성을 염두에 두면서 플라톤의『국가』제 7권에 묘사된 ‘동굴의 비유’를 교육적 관점에서 분석하고 해석하고자 하였다. 이를 위해 연구자는 플라톤이 대화체로 소개한 ‘동굴의 비유’를 단계별로 재구성하여 소개한 후 그것들이 가지는 교육적 함의들을 크게 세 가지 측면에서 밝히고자 하였다. 첫째, 동굴의 비유에는 플라톤의 교육관, 특히 전환(轉換)으로서의 교육 개념이 잘 드러나 있다는 점을 밝히고 그것이 가지는 중요성을 제시하였으며, 둘째, 동굴의 비유에는 교육의 중요한 과제로서 ‘편견 깨트리기’의 필요성 및 중요성이 강조되고 있음을 밝히고 이것이 오늘날 교육에 주는 시사점을 찾아 제시하고자 하였다. 끝으로, 동굴의 비유에는 전향과 편견 깨트리기의 주체로서 교육자의 사명과 역할에 대한 메시지가 풍성하게 담겨있음을 밝히고 이것이 교사교육에 주는 시사점을 찾아 제시하고자 하였다. 아울러 연구자는 동굴의 비유가 플라톤의 『국가』에 나타난 철학사상과 교육사상 이해의 실마리를 제공하는 발원지요 진원지라는 점에서 끊임없이 재해석해야 할 가치가 있다는 점을 제시하였다.

환경교육의 철학

이병승(Lee, Byung-Seong) 한국교육사상연구회 2001 敎育思想硏究 Vol.10 No.-

The aim of this study is to investigate the theoretical backgrounds of philosophy of environmental education, to propose the ideas, principles, roles of it, and to suggest the implications to its educational practices. First, researcher investigated that philosophy of environmental education is based upon some important environmental philosophy or ethics. Generally speaking, environmental philosophy or ethics is divided into three streams, as it were, anthropocentrism, biocentrism, and ecocentrism. Philosophy of environmental education supported more assumptions of biocentrism, and ecocentrism than anthropocentrism. From this point of view, it must be different from traditional philosophy of education based on assumptions of anthropocentrism. Secondly, researcher discussed on the characteristics and structures of philosophy of environmental education and on the relations of science of environment and philosophy of environment. And I suggested some general principles of philosophy of environmental education that people must pursue with one's belief and passion. Those principles are included: reverence for life, respect for nature, and commensalism or 'sang seng'(in korean word). Those are principles of education for human beings as well as environment, and furthermore, ultimate moral principles of life of human and all living things. Thirdly, researcher discussed on the roles of philosophers of environmental education. They have to work well analytic, critical, and normative functions to solve the problematic situation related to the environment around human-beings. The main roles of them are followings: clarification of concepts or terms related to environmental education, and cultivation of effective models or methods of environmental education, justification on the reasons for love, reverence, respect, caring about all living things in nature, and reconstruction of rules and principles of environmental education. Therefore, environmental education has to concern with change the modes of thought and way of life fundamentally.

Merleau-Ponty 몸 담론의 교육적 의미 탐구

이병승(Lee, Byung-Seong) 한국교육사상연구회 2005 敎育思想硏究 Vol.15 No.-

본 소고는 몸의 현상학자로 알려진 메를로-퐁티의 몸 담론을 고찰한 후 그의 담론을 토대로 오늘날 우리 교육의 현실을 반성하고자 하는데 목적을 두었다. 앞에서 논의한 내용들을 근거로 연구자가 내린 결론을 요약하면 다음과 같다. 첫째, 메를로-퐁티의 몸 담론으로부터 건져낼 수 있는 가장 큰 수확은 지금까지 교사와 부모에게 사소하고 지엽적인 것으로 보였던 몸의 작용과 몸의 현상들을 새로운 관점에서 해석할 수 있는 가능성을 열 수 있게 되었다는 점이다. 둘째, 메를로-퐁티의 몸 담론은 몸이 인식의 근원이며 지식과 경험의 원천임을 보여주었다. 이러한 그의 담론은 몸의 작용이 아니고는 그 어떤 인식도 불가능하며 그 어떤 지식과 경험의 축적도 불가능함을 보여주었다. 이러한 그의 주장은 자연히 몸이 교육의 출발점이어야 한다는 점을 환기시켜준다. 셋째, 메를로-퐁티의 몸 담론은 학습이 외부에서 주어지는 자극에 반응할 때 일어나는 것이 아니라 주체로서의 몸이 생활세계와의 상호작용을 통해 의미를 발견해 가는 능동적인 과정임을 보여준다. 이러한 관점에서 볼 때 우리는 학습의 내용과 방법에 관심을 가지기보다는 학습의 주체에 더 큰 관심을 가져야 할 것이다. The aim of this thesis is to investigate discourse on human body in philosophy of Merleau-Ponty and reflect some educational problems of today based on his discourse. It can be concluded from what has been discussed so far. Firstly, researcher has clarified meaning of concept of ‘body' in which Merleau-Ponty has said in his works as such Phenomenology of Perception. Although it's concept is ambiguous, I have clarified it in four categories: a priori complexity, original root of perception, intention into the world and unclear ambiguity. To him, body's perception is the root of reason, consciousness, and all experience. So, without activities of body's perception, no rational mind, emotional feeling, and conative capacity arise. His discourse on body make us rethink or reflect on relation of mind and body, and knowledge and body. As he said, if knowledge and experiences based upon human body, educators will be interested in body of students more seriously in teaching-learning activity Secondly, according to Merleau-Ponty, human being learns from embodied experience. To him, learning is not the results of stimulus-response. For human is not a passive being who response only to outside world, but an active being who learns new knowledge or experience through his perception of body. All experiences are not educative. When some experiences are based on human body, it is called as 'educative experience'. Therefore, educators make effort to development of teaching-learning methods which are based on embodied experiences. Thirdly, student's body in schooling today has been controlled unilaterally by rules and disciplines prescribed by teachers, masters, and educational authorities. From the discourse of Merleau-Ponty, body of students must not be controlled, but must be free from non-educative constraints. School must not bring up slaves. Therefore, to perform intrinsic function of school, educators must be interested in body of students, and more must respect for various expressions of body. In the end, researcher would like be to emphasize that human body should be always studied as central theme in educational theories and practices.

피터스의 교사관에 대한 비판적 고찰

이병승(Lee, Byung-Seong) 한국교육사상연구회 2010 敎育思想硏究 Vol.24 No.1

이 글은 1960-70년대 영국의 교육철학계를 이끌었던 피터스(R. S. Peters)의 교육개념에 나타난 교사관의 난점을 비판하고 이를 극복하기 위한 대안을 찾으려는데 목적을 두었다. 우선, 연구자는 피터스의 교육개념 안에 그의 교사관이 논리적으로 상정되어 있다는 점에 주목하면서 피터스가 제시한 교사의 핵심적인 역할이란 가치있는 것을 전달하는데 헌신적이고, 학습자의 지식, 이해, 인지적 안목을 넓히는 것이며, 나아가 도덕적으로 온당한 방법으로 가르치는 것임을 제시하였다. 다음으로, 연구자는 피터스의 교사관이 가진 난점을 크게 네 가지 관점에서 비판하였다. 즉 언어분석적인 관점에서 그의 교사 개념은 그 의미가 명료하지 않으며, 포스트모더니즘의 관점에서 그의 교사관은 계몽주의적 근대성을 여전히 답습하고 있다는 점을 지적하였다. 또한 페미니즘의 관점에서 그의 교사관은 여성 학습자에게 이롭다고 할 수 없는 성 편견적인 관점을 정당화하고 있으며, 정치적 관점에서도 그의 교사관은 특정 이데올로기를 반영하고 있다는 점을 지적하였다. 끝으로 연구자는 앞선 비판들을 기초로 피터스의 교사관이 가진 난점을 극복할 수 있는 대안을 찾아보고자 하였다. The aim of this thesis was to extract the view of teacher from educational works of Richard S. Peters, to examine its problems and weakness of his view more critically based upon some criticisms and to suggest some alternatives to compensate his view. Conclusions are as following. First of all, researcher has inferred the some role of ideal teacher or good teacher from his main work, Ethics and Education. Generally his view on teacher are traditional, intellectualistic and modern. The main role of teacher appeared in his view are to teach worthwhileness to students enthusiastically, and to wide cognitive perspective of students, and to guide students based on moral procedures. Then, researcher has discussed his view of teacher critically in respect of criticisms done by critical theorists, some feministic theorists, post modernists and Marxist educational theorists. The weakness appeared in his view of teacher are as followings: very narrow view related with only school teacher, very modern view discussed by enlighten context, harmful view to women for treating qualities or virtues of teacher only from masculine perspective. and some specific ideological view for reflecting hegemony of strong class. As a result, his view of teacher is only special and narrow opinion by produced or constructed in particular culture and history. Lastly, although his view of teacher have many weakness, I suggested that his view of teacher imply some meaningful implications and then concluded that his view must supplement by other powerful views, for example, post-modern view of teacher and feminist view of teacher. Consequently, research suggested it is necessary to harmony adequately between modern view of teacher and post modern or feministic view of teacher.

Nietzsche의 초기 저작에 나타난 교육사상 탐구

이병승(Lee Byung Seong) 한국교육사상연구회 2005 敎育思想硏究 Vol.17 No.-

이 글은 니체의 초기 저작들에 나타난 교육관을 탐구함으로써 인간다운 인간을 길러내야 한다는 교육 본래의 취지로부터 벗어나 유용성, 대중성, 전문성을 지향하고 있는 우리의 그릇된 교육현실 및 교육풍토를 반성해 보려는데 목적을 두었다. 이러한 목적을 달성하기 위해 본 연구는 니체가 젊은 시절에 썼던 초기 작품들, 예컨대 “우리 교육기관의 미래에 대하여”, “삶에 있어서 역사의 공과”, 그리고 “교육자로서의 쇼펜하우어”등을 본격적으로 분석하였다. 연구자는 이 분석을 통해 교육에 대한 니체의 고뇌를 읽어내고자 하였다. 그의 교육기관, 교양교육, 교사에 대한 비판은 반시대적이지만 그것은 어디까지나 교육이 안고 있는 위선과 가식을 철저하게 폭로하고 고발함으로써 결국은 새로운 교육문화를 건설하려는 처절한 외침이요 몸부림으로 이해될 수 있다. 그러한 외침과 몸부림은 인간다운 인간의 육성을 통해 보다 수준 높은 휴머니즘의 교육문화를 이룩하려는 사람들에게 하나의 지적 자극제로서, 때론 지적 각성제로서 받아들여질 수 있을 것이다. The aim of this thesis is to investigate the Nietzsche's educational thought in his early works, and to find some educational meanings or implications from his thought. Conclusions as follows: Firstly, Nietzsche severely criticized incompetency of educational institutions in his age. He had judged established institutions of education cannot develope true cultured persons who can lift low culture to higher culture. Thus, he demanded entirely new ideal person in his early works. He expressed Schopenhauer as ‘great educator??who can save those degenerated world. After all, he thought Schopenhauer is an ideal model of all persons in his age. But he thought that great educator cannot educated by some established schools, but made or created for himself, that is, by overcoming some sufferings. Secondly, after researching prior studies about Nietzsche's educational thought, I found new fact that many researchers had not examined his thought fully. I think they could not thoroughly deal with educational ideas in his early works. As David Cooper pointed, I would like to suggest that study on his educational thought must be practise on basis of examination and re-examination about his early works. For educational ideas in Nietzsche's early works contains originality and archetype of his thought of later works. Thirdly, I suggested some educational implications based on discussions of Nietzsche's early works. (i) Our educational institutions must reflect our pseudo and pretended activities of education. They must try to recover their orignal aim to enhance or elevate level of our culture. (ii) Educators in our age must re-establish new concept of culture or cultured persons and then must investigate new contents and methods to teach them. (iii) Before teaching or leading students to higher culture, first of all, teachers must initiate into higher or noble culture.

존 듀이의 교육철학에 대한 피터스의 비평 고찰

이병승(Lee Byung Seong) 공주대학교 교육연구소 2010 교육연구 Vol.24 No.-

이 글에서 연구자는 교육이론과 교육실제 사이에 존재하는 여러 가지 이원론(dualism)을 극복하려고 했던 듀이의 노력을 비판적으로 평가한 피터스의 논평을 고찰하였다. 피터스는 듀이가 교육계에 끼친 공적을 인정하면서도 그가 여전히 이원론을 해결하지 못하였다고 지적한다. 즉, 교육목적으로서의 성장 개념은 낭만적으로 이상화(理想化)되었으며, 교육과정 구성 원리로서 ‘실제적 관련성’에 대한 지나친 강조 역시 다양한 경험의 확장을 가로막는 결과를 가져왔다는 것이다. 또한 그는 듀이가 학교와 사회와의 상호작용을 지나치게 강조함으로써 학교의 본래적 기능을 약화시켰으며, 권위주의적인 교사를 추방하려다가 오히려 교사의 권위를 실추시키는 결과를 초래케 했다고 지적한다. 전반적으로 듀이는 교육이론과 실제 사이에 존재하는 그릇된 이원론을 극복하려고 하다가 양극단을 이상하게 얼버무리는 실수를 범했다는 것이다. 물론 이러한 피터스의 비판이 듀이 주장의 특정 부분에 국한된 것이기는 하지만 듀이가 미처 통찰하지 못한 은닉된 이원론을 드러내 비판했다는 점에서 듀이를 재평가할 수 있는 근거를 제공했다고 할 수 있다. 날카로운 칼날이 사람을 해치기 때문에 그 칼날을 무디게 해야 한다는 주장이 옳지 않듯이, 교육이론의 각도가 너무 날카롭다고 해서 그 각을 깎아 무디게 해야 한다는 듀이의 주장은 재고되어야 할 필요가 있다. 이상하게 얼버무려진 교육이론이 오히려 교육의 본질을 훼손할 수 있기 때문이다. The aim of this thesis is firstly to introduce Richard S. Peters’ critical comments about John Dewey’s philosophy of education, and then to examine some his critical views. Conclusions are following: Firstly, I examined Peters’ arguments about John Dewey’s views of education, educational aims, curriculum, school, and teacher. As a result, I found that Peters is not positive advocate, but austere critic of educational philosophy of John Dewey in many perspectives. Peters concluded that Dewey has contributed to modern educational theories and practices, but has some serious problems in his view. Secondly, I confirmed that critical argument of Peters is partly right and appropriate, but not sufficient to justify his argument. That is, he has not examine enough some effect of Charles Darwin on John Dewey, and has not sufficiently discussed importance of experience as key concept in Dewey’s educational theory. Also he has not understood concept of ‘relevance’ of Dewey in more broader field. Although some difficulties of Peters’ argument, I think Peters will provide some important criteria of evaluating Dewey’s educational philosophy and theories. For he picked up some merits and demerits in abstruse and complicated Dewey’s philosophy

헤겔의 철학에 나타난 변증법적 교육단계 탐구

이병승(Lee, Byung-Seong) 한국교육사상연구회 2006 敎育思想硏究 Vol.18 No.-

The aim of this study is to investigate the dialectical stages of education in Hegel's thought and to suggest its some implications for recent educational institutions. To achieve it, researcher analyzed educational claims or ideas in his philosophical works and his addresses. Conclusions are following: Firstly, education for Hegel is social process for accomplishing one's self, freedom and identity dialectically. Therefore, education is not result terminated with some age or graduation of schools, but continuous process forming in civil society and national community. Through this study on his thought, researcher found fact that people must not stop their education for continuous growth and development of self. Secondly, according to Hegel, some contradictions are contained in each stages of education. This contradictions are positive factors which try to develope self, freedom and identity to go more universal dimension. From study of his claims, researcher found some possibilities of new translation about problems or difficulties in our educational theories and practices. Contradictions in education need to be understood more positively. Thirdly, ultimate concern of Hegel was to achieve educational state organized with educated individuals or citizens. He believed individual's self, freedom and identity could be developed more efficiently in their state community. On basis of some truth in his claims, researcher would like to suggest that school as state institution must have obligation and responsibility to educate individuals more rationally and democratically. 이 글은 헤겔의 철학적 저작들에 나타난 변증법적 교육단계들의 의미를 밝히고 그것이 오늘날의 교육이론 및 교육실제에 주는 시사점들을 제시하고자 하였다. 헤겔의 궁극적인 관심은 교육받은 개인으로 구성된 교육적인 국가를 실현하는 것이었다. 그는 루소와는 달리 국가가 개인의 성장과 발달에 더 큰 영향을 준다고 믿었기 때문에 국가의 책임이 무엇보다 막중함을 강조했던 사상가였다. 이러한 헤겔의 사상으로부터 퍼낼 수 있는 교육적 지혜들은 첫째, 교육이란 어떤 활동의 결과가 아니라 사회적 과정이라는 점이다. 이러한 관점은 오늘날 평생교육을 철학적으로 정당화해 줄 수 있는 중요한 단서가 될 수 있다. 둘째, 변증법적 교육단계에서 생겨나는 모순은 결코 파괴가 아닌 창조와 발전의 원동력이다. 따라서 모순은 부정의 대상이 아니라 수용의 대상이 되어야 한다. 셋째, 국가가 개인에게 끼치는 영향이 크다는 헤겔의 관점이 어떤 진실을 담고 있다면 국가는 교육받은 개인, 시민을 길러내기 위한 보다 합리적이고 민주화된 교육기관을 조직, 운영, 관리, 평가할 책임이 있다.

사회적 지성에 기초한 존 듀이의 사회개혁론 비판과 그 교육적 시사

이병승(Lee, Byung-Seong) 한국교육사상연구회 2009 敎育思想硏究 Vol.23 No.1

이 글은 듀이의 사회적 지성에 기반을 둔 사회개혁론을 비판적으로 검토한 후 그의 사회개혁 방안이 가지는 교육적 의의를 밝히는데 목적을 두었다. 듀이의 후기 저서에 나타난 사회적 지성의 방법은 공동체의 문제를 전통, 권위, 관습에 따라 해결하는 것이 아니라 관찰과 실험을 통해 해결하려고 한다는 점에서 과학적인 방법의 특성을 지니고 있으며, 폭력이 아닌 참여와 협동과 의사소통으로 사회문제를 해결하고자 한다는 점에서 민주적인 방법의 특성을 가지고 있다. 하지만 사회적 지성에 기반을 둔 듀이의 사회개혁 방안은 지나치게 낙관주의적이고 이상주의적이라는 비판과 함께 과학적 방법론을 지나치게 일반화했다는 점, 사회개혁 주체의 위약함을 간과했다는 점, 개혁주체를 떠받칠 사회, 정치적 기반을 구체적으로 제시하지 못하였다는 점에서 그의 사회개혁 방안은 여전히 실현 가능성이 희박하다는 비판을 받고 있다. 그럼에도 불구하고 현시점에서 그의 사회개혁 방안을 대신할 대안이 없다는 점에서 그의 개혁방안은 폐기되어야 할 과거의 지적 유산이 아니라 재해석되고 재음미되어야 할 가치를 지니고 있는 주제이다. 듀이가 제시했던 사회적 관심, 사회적 기술, 사회적 이해, 사회적 덕목들은 여전히 교육을 통해 길러야 할 사회적 지성의 방법으로 재평가되어야 할 것으로 보인다. The aim of this study is firstly to analyze the concept of social intelligence in social philosophy of John Dewey, and then to criticise his discussion of social reform based on the method of social intelligence, and lastly to suggest its implications to Korean society. Conclusions are as following: Firstly, the concept of social intelligence is ambiguous or vague. Generally it can be defined as method of social reform. But it can be reorganized by four categories: (i) social method to realize social ideal, democracy, (ii) scientific method to solve social problems, (iii) cooperative or organized method to gather individual intelligence, (iv) controlled method to protect some social evils. Secondly, theory of social reform has partly some cruxes conceptually and methodologically. Cruxes are as following (i) ambiguity or vagueness of social intelligence, (ii) some optimism believe that all human can solve human and social problems by using intelligence, (iii) fallacy of generalization believe that scientific method is very effective mean to solve social problems, (iv) misunderstanding about dual or contradicted act founded in intelligent persons. Thirdly, although Dewey’s theory of social reform has some cruxes, it give possibility and hope to us to solve some social problems, and then strive to realize social ideal, democracy. According to Dewey, teachers in school or many educators in society should be interest with public affairs and participate actively to social activities, and must act as agent of social reform. For the reformational mind and attitude of teachers in school to social problems determines the success or failure of social reform. Nowadays, Dewey’s strong belief and practical discussion about social reform through social intelligence is not passed academical legacy, but present treasure-house of practical wisdom to be researched continuously.