인지과학의 패러다임으로 살펴본 연기예술의 창조과정과 방법론 연구 : 체계적이고 과학적인 공연학의 정립을 위하여

이강임 ( Gang Im Lee ) 한국연극학회 2009 한국연극학 Vol.0 No.38

These days, we are witnessing an outstanding scientific revolution called `cognitive science.` Cognitive studies in the fields of neuroscience, psychology, linguistics, philosophy, and other disciplines have made a remarkable development in the past twenty years in understanding such cognitive areas as perception, memory, imagination, empathy, emotions, behavior, and meaning-making. In fact, cognitive science is replacing the dominant influences of Freudian psychoanalysis, behaviorism, and semiotics. Scholars in theatre and performance studies are beginning to apply these findings to their field. For the first time in South Korea, I explore the creative process of acting in terms of the new paradigm of cognitive science. In this paper, using the cognitive lens, I look into Stanislavsky`s `system` and Brecht`s `epic style acting` and reconsider the usefulness of the actor training system as one of the ways of establishing the systematic and scientific actor training program in South Korea. In this paper, I introduce the succinct outline of cognitive science in order to engage the readers who are not quitely familiar with it to my study of science of acting. I apply ideas from cognitive science to illuminate the process of acting through the works of such cognitive scientists as Antonio Damasio, Joseph LeDoux, Gerald Edelman, Steven Pinker, George Lakoff, and Mark Johnson. Methodologically, I adopt interdisciplinary approaches to render a more fruitful discussion about Stanislavsky`s system and Brecht`s epic style acting. In this paper, I argue that we should not ignore the findings and discoveries of Stanislavsky`s system and Brecht`s epic style acting due to its old scientific paradigm. On the contrary, I assert, they should be reconstructed from the perspectives and prospects of cognitive science. In the main body of the paper, first, adopting the discoveries and findings from cognitive science, I try to deconstruct the dichotomous division between art/science, body/mind, emotion/reason, consciousness/unconsciousness, inside/outside of the body. After I postulate the cognitive foundation for actor`s bodymind, then, I examine the important conceptual tools of Stanislavsky`s system and Brecht`s epic style acting: character, role, given circumstances, imagination, attention, empathy, projection, dual consciousness, gestus, etc. At the end, I investigate how these discrete acting methods can converge on the troubled issue of the actor`s exploration of creative processes in acting. While I explain these cognitive concepts, I suggest various practical training methods and procedures, which I have tried from the discoveries and findings of cognitive science. Ultimately, I hope that this paper opens up a space for a dialogue about the systematic and scientific actor training programs in South Korea.

과학문화에 대한 중 · 고등학교 교사들의 인식

김세미 이화여자대학교 교육대학원 2006 이화교육논총 Vol.16 No.-

Science culture is a very wide, diverse and complicated notion, In order to define science culture, it is important to scrutinize it from various angles. In this study, we have performed analysis of western notions of science culture which have been discussed and domestic notions which-exist currently. Based on this consideration, we set up the notion of science culture as the combination between science and culture in order to match it to the intention of the study. From the defined notion, we investigated essential areas which compose science culture and constructed the index system of science culture. The system is divided by science history, science philosophy, science literature and art, social activities concerning science, and science mass media. It is used to probe the difference between cognition of secondary school teachers as their major and gender. The result of research is like this. 1. In the teacher's cognition of history of science, there was a statistically significant difference in the questions of 'Understanding of science historic discovery and invention', Frequency of visiting science museums and the time and expenses required', 'Expenses required on visiting science-culture historic sites'(P<-05). And in all questions except 'Expenses required on visiting science museums' and 'Expenses required on visiting science-culture historic sites', science teachers showed higher cognition for science culture than humanities and sociology teachers. In the analysis according to their gender, only the question related to 'understanding of science-historical discovery and invention' showed the meaningful difference between male and female(P<.05); cognition of male teachers is higher than that of female teachers. 2. In the teacher's cognition of philosophy of science, science teachers showed higher cognition for science culture than teachers who majored in humanities and sociology in the questions of 'Whether having interests in scientific issues', 'The extent of interest in recent scientific issues' and 'Whether using scientific methods', and there was a statistically significant difference(P<.05). In the analysis according to their gender, the questions related to 'Concern about scientific issues', 'Concern about new scientific issues' showed the meaningful difference between male and female(P<05); cognition of male teachers is higher than that of female teachers. 3. In the teacher's cognition of science literature and art, science teachers showed the higher cognition for science culture than teachers majored in humanities and sociology in the questions of 'Frequency of seeing science performance', 'Frequency of seeing science movies' and 'The amount of purchasing science novels', and there was a statistically significant difference(P<.05). There wasn't a statistically significant difference in any question between male and fema1e(P>.05). 4. In the teacher's cognition of science-related social activities/ there was a statistically significant difference in the questions of 'frequency of visiting science museum science pavilion experience halls and the time required', 'Frequency of using scientific information at libraries', 'frequency of participating in science-related events', 'frequency of participating scientific organizations and group activities' and 'The interest in science and technology policies'(P<.05). Among the above-mentioned questions, in all questions except 'frequency of science museum science pavilion experience halls and the time required', teachers majored in science showed higher cognition for science culture than teachers majored in humanities and sociology, In the analysis according to their gender, the questions related to Frequency of participating in science-related events', 'frequency of participating scientific organizations and group activities', 'The interest in science and technology policies' showed the meaningful difference between male and fema1e(P<05); cognition of male teachers is higher than that of female teachers. 5. In the teacher's cognition of scientific massmedia, there was a statistically significant difference in the questions of 'Subscription of science papers and magazines', 'Frequency of reading science-related books', 'Frequency of watching science education programs', 'Frequency of watching science channels' and 'Frequency of using science-related internet sites' (P<05). Among the above-mentioned questions, in all questions except 'Frequency of watching science channels', science teachers showed higher cognition for science culture than teachers majored in humanities and sociology. In the analysis according to their gender, the questions related to 'Subscription of science magazines', 'Frequency of reading science-related books', 'Frequency of watching science education programs', 'Frequency of watching science channels' and 'Frequency of using science-related internet sites' showed the meaningful difference between male and female(P<.05); cognition of male teachers is higher than that of female teachers. As above results of the study, there was a significant difference by teacher's major of science, humanities and sociology in many questions. Especially, it was found that science teachers were more sensitive to scientific events or issues, participating in scientific historic sites or occasions, using scientific methods in their daily lives, and using scientific mass media than teachers with any other majors, therefore, in modem times when the importance of science is getting increased, we should raise teachers' cognition about science culture through various research activities.

인지과학의 관점에서 본 서사극 이론

김용수 ( Yong Soo Kim ) 한국연극학회 2013 한국연극학 Vol.1 No.49

Reexamining Brecht‘s theoretical hypotheses in terms of cognitive science, this essay arrived at several temporary interpretations. Cognitive science implies that empathy can precede the rational understanding in Verfremdungseffekt. The spectator tends to simulate the unfamiliar incident and character and feels the consequential embodied emotion that leads to the cognitive understanding. The similar situation can be found in social gestus. According to cognitive science, gesture(social gestus) is simulated in the mirror-neuron of spectator, arousing consequently the embodied emotion that triggers the succeeding understanding. The spectator apts to experience and feel physically the moving gesture before decoding it as a social signification. Brecht‘s intention that attempts to reveal the duality of actor and character by eliminating the fourth wall is negated by cognitive science. According to the theory of conceptual blending, the spectator under the eliminated fourth wall mixes actor and character, and simulates this blending image so that he experiences it imaginatively. As such, another kind of illusion can be formed when a fourth wall is collapsed. Meanwhile, the critical thinking of spectator Brecht wanted can be hard to occur during the performance. It is necessary for the spectator to recollect the bygone dialogue and action in terms of social context as if he presses the pause, stopping the playback while watching a play in video. In this respect the social meaning Brecht intended can be achieved more effectively by the stop motion like tableau. It would not only give the time for the spectator to consider the implied social signification, but also make him possible to decode a semiotic meaning as if interpreting a still picture. Or it can be delivered by the dialogue that expresses the playwright‘s critical judgement. In this case, the subject of critical thinking is not the spectator but the author. The alternative explanation that the cognitive science suggests illuminates theoretically the reasons why Brecht‘s theory fails to be realized in practice. In a sense, Brecht‘s theory is nothing but a theoretical hypothesis. It takes the premise that the emotion hinders the rational thinking, understanding emotion and reason oppositively like Plato. This assumption is negated easily by the recent cognitive science that sees the reason as a by-product of physical experience including emotion. The rational understanding, in this sense, begins from the embodied emotion. As such the cognitive science denies the dichotomy of emotion and reason that Brecht adopted. The theoretical hypothesis of cognitive science makes us recognize again the importance of bodily experience in theatre. In theatre the spectator tends to experience physically before decoding the intellectual meaning. The spectator Brecht wanted, therefore, is far from the reality. The spectator usually experiences and reacts physically before decoding the meaning critically. Thus Brecht‘s intention can be realized by the embodied emotion resulted from simulation. This tentative interpretation suggests that we need to pay more attention to the empirical study of spectatorship, not remaining in a speculative study.

마음에 관한 흄의 견해: 인간학, 상상력 그리고 인지과학

최희봉 범한철학회 2014 汎韓哲學 Vol.72 No.1

This paper attempts to expand the naturalist interpretation of David Hume’s philosophy, and by doing so, render it more relevant to the philosophy of today. More specifically, the main purpose is to identify theories in Hume’s philosophy that are pertinent to contemporary cognitive science and to reinterpret his theories accordingly. For the past two hundred years, Hume’s philosophy has been understood as expositions of skepticism by his contemporaries. It was only in the twentieth century that a naturalist interpretation of his philosophy emerged. Many have continued to build upon this new frame of thought by reading Hume in the light of naturalized epistemology. This paper takes these readings a step further to provide a context in which Hume can be seen as a pioneer of modern cognitive science. Hume in the context of cognitive science is truly a broad subject. As a field of study, cognitive science encompasses a vast range of topics. A complete understanding and assessment of Hume’s relevance and value within this context can only be fully achieved through a thorough and lengthy examination. For this reason, this paper is limited to the exploration of two subjects which are most fundamental to the understanding of Hume within the theories of cognitive science: ‘science of man’ and the ‘operations of imagination.’ In the introduction of his seminal work, A Treatise of Human Nature, Hume states that his principle concern is to establish a new science of the nature of man. This ‘science of man’ can be seen as a precursor to today’s science of the mind, or cognitive science. The mind forms the entirety of Hume’s philosophical reasoning and is therefore central to the understanding of his theories. To Hume, the ways of the mind is best revealed by imagination and its operations. Therefore, the main purpose of this paper is to reinterpret Hume’s philosophy through the lens of modern cognitive science with a focus on the two aforementioned topics. 이 논문은 넓게 보면, 흄의 철학에 대한 자연주의적 해석을 확장하려는 시도, 즉 이런 해석에서 한 단계 더 나아가 그 시대적 관련을 오늘의 철학에 더 근접시키려는 시도이다. 구체적으로 보면, 이는 흄의 철학을 현대의 인지과학과 연결시키고, 이것의 관점에서 흄을 재해석하려는 시도이다. 흄의 철학은 당대 및 직후 약 200여년 동안 회의론으로 이해되었으며, 20세기에 와서야 그의 철학에 대한 자연주의적 해석이 등장하였다. 이 새로운 해석을 바탕으로 보다 최근에는 그의 철학을 현대의 자연주의 인식론의 관점에서 이해하는 해석들이 나오게 되었는데, 필자는 이제 이런 해석에서 한 단계 더 나아가 흄을 현대 인지과학의 선구자로 볼 수 있는 맥락을 제공하고자 한다. 흄과 인지과학이라는 주제는 실로 그 범위가 방대하다. 인지과학이라는 탐구분야 자체가 그 안에 상당히 다양한 종류의 탐구분야를 포함하고 있으며, 흄의 철학과 관련된 주제들도 이 분야들 각각에 다양한 방식으로 관련되어 있기에, 이런 관련과 가치, 중요성 등에 관한 이해와 평가는 적지 않은 시간과 지면을 요구할 것이다. 따라서 필자는 이 논문의 범위를 흄과 인지과학의 관련을 이해하는데 가장 기초가 되는 두 가지 주제들, 즉 흄의 ‘인간학의 기획’과 ‘상상력의 작용’ 에 한정시킬 것이다. 먼저 흄은 그의 주저인 「인간 본성에 관한 논고」 서론에서 자신의 탐구과제를 ‘인간 본성에 관한 새로운 과학을 확립하는 것’으로 규정한다. 이러한 흄의 인간학은 결국 오늘 날의 마음에 관한 과학, 또는 인지과학을 예견한 것이라 볼 수 있다. 한편, 흄에게서 마음은 그의 철학적 사유의 전부를 포함하기에 이에 대한 이해는 흄을 이해하는데 필수적이라 할 수 있는데, 이런 마음의 작용에서 가장 중요한 것이 상상력의 작용이다. 이렇게 두 가지 주제들에 초점을 맞추어 흄의 철학을 오늘날의 인지과학의 관점에서 재해석하는 것이 이 논문의 주된 목적이다.

성범죄 피해자 진술의 신빙성 판단에 있어 인지과학의 활용 가능성

최광진 사법발전재단 2022 사법 Vol.1 No.62

The purpose of this study is to explore the applicability of cognitive science in the process of judging credibility of the statements of victims of sexual crimes. The court must consider the specificity of the victim and gender-sensitivity in the process. But the judgement must be objective. So this study explores the applicability of cognitive science. In a criminal proceeding, the empirical rule requires a high degree of probability. But cognitive science studies statistical trends. Therefore, cognitive science cannot be subsumed under the empirical rule. Instead, cognitive science can be used as an auxiliary tool in the process of judging credibility of the statements made by victims of sexual crimes. Cognitive science allows us to critically examine the previously established judgment criteria. A victim’s statement may seem unreasonable from a retrospective viewpoint, but it is understandable when viewed in the framework of the natural cognitive process (this study introduces several cases that proves this point). It prevents unrestricted expansion of the rationale in favor of considering characteristics unique to the victims of sexual crimes. In light of the findings of cognitive science, whether the statement is in agreement with material evidence should be taken as more important than the specificity and consistency of the statement. 본 연구는 성범죄 피해자의 진술 신빙성을 판단하는 과정에서 인지과학을 활용할 수 있는 가능성이 있는지를 모색하는 연구이다. 성범죄 피해자 진술의 신빙성을 판단하기 위해서는 그 피해자가 처한 특수한 상황과 성인지 감수성을 고려하여야 한다. 그러나 동시에 그 판단은 객관적이어야 한다. 때문에 인지과학의 활용 가능성을 모색할 필요가 있다. 형사소송에서 경험칙은 고도의 개연성이 있는 경험원칙을 의미한다. 따라서 통계적 경향성을 탐구하는 인지과학을 직접 경험칙으로 활용하기는 어렵다. 그러나 인지과학은 여전히 피해자 진술 신빙성 판단의 보조수단으로서 의미가 있다. 우선 인지과학은 종래 확립된 신빙성 판단 기준에 관하여 비판적 검토를 할 수 있게 해준다. 또한 피해자 진술이 사후적으로 보아 비합리적이라도, 자연스러운 인지작용으로 설명될 수 있음을 보여준다(본 연구에는 이를 설명하는 몇 가지 사례를 확인하였다). 이는 성범죄 피해자의 특수성을 고려하라는 논리가 무제한적으로 확대되는 것을 방지하는 기능도 한다. 인지과학의 연구 성과들을 고려할 때, 진술의 구체성이나 일관성보다 물적 증거와의 부합을 더 중요하게 판단할 필요가 있다.

교육의 유형에 비춰본 인지아키텍처의 재구성적 이해

이기흥 대동철학회 2014 大同哲學 Vol.69 No.-

인지과학의 중핵 과제 중 하나가 인지아키텍처의 문제를 해명하는 일이다. 그것이 중요한 과제가 되는 것은, 다양한 분야의 인지과학적 연구들이 그러한 인지계아키텍처 모델을 중심으로 통합되고, 통일적으로 해석될 수 있고 그리고 또 그에 터해 더 나아간 연구주제들을 체계적으로 추출해 낼 수 있기 때문이다. 인지과학이 태동한 이래 지금까지 계산주의, 연결주의, 체화주의, 행위주의 인지과학 등이 출현했고 그리고 각자가 자신의 인지아키텍처 모델들을 제시하였다. 그런데 이때 주요 관심사는 이런 것이다. 특정 인지성취를 내보일 수 있는 인지아키텍처를 디자인하는 과제는 어떤 원리를 따라 진행되는가? 인지과학자들, 특히 인지아키텍처를 모델링하는 작업에 관심을 가진 이들에게 솔깃한 물음이 아닐 수 없다. 그런데 인지과학에 대한 과학사적 시각에서는 이 질문에 대한 답을 찾기가 용이하지 않아 보인다. 인지아키텍처를 구안하는 아이디어들은 그저 역사적 우연이나 천재들의 재주에 위임되어온 것처럼 보이기 때문이다. 필자의 생각으로는 위 물음에 대한 답은 오히려 인지과학의 ‘밖’에서 찾아야 할 것으로 보인다. 해당 질문에 대한 답은 교육의 원리와 방법에 있을 것이라는 것이 필자의 생각이다. 그래서 이 글에서 필자는, 인지계를 모델링 하는 문제가 마치 지적 능력을 갖춘 인간을 양성하는 교육문제와 유사해, 인지아키텍처를 모델링하는 문제는 지적 능력을 가진 인간을 양성하는 교육방법을 참조하여 해결할 수 있을 것이라는 생각을 개진한다. 가령 계산주의 인지계는 주입식 교육, 연결주의 인지계는 민주적 교육, 체화주의 인지계는 경험 중심 교육, 행위주의 인지계는 자기주도 교육과 연결시켜 이해할 수 있다. 각 인지과학이 제시하고 있는 인지계의 모형들은 범용용도가 아닌 제한된 특수한 용도를 갖는다는 것이 또한 필자의 생각이다. 그러면 범용의 인지계를 모델링하는 문제는 어떻게 다뤄야 하나? 이에 대한 상세한 논의는 본고의 범위를 넘어서지만, 이 물음에 대한 대답 역시 교육론적 지혜에 귀 기울일 때 그 실마리를 찾을 수 있다고 본다. 훌륭한 인간 혹은 전인의 육성을 위해서는 다양한 교육유형들을 적절한 방식으로 조합해 적용할 필요가 있는 것처럼, 범용용도의 인지계를 모델링하기 위해서는 인지과학이 제시하는 다양한 인지아키텍처 유형들을 적절히 조합할 필요가 있다. One of the core tasks of cognitive science is to model the architectural structure of cognitive systems. This task is important, because the research results of cognitive sciences can be integrated in such a model and further research topics can be extracted from this model systematically. Since the advent of cognitive science different cognitive theories have been published, such as computer-theoretical approach, connectionist approach, approach of embodied cognition and enactive approach etc. Each of these approaches with its own model of cognitive architecture has contributed greatly to the study of mind. But what are the principles with the help of which we can design the architecture of the cognitive system? This question can be interesting for cognitive scientists, especially for those people who are concerned with modeling the architecture of cognitive systems. However, seemingly it is not easy for us to find a correct answer to this question out of the historical perspective of cognitive science. Since it seems that the ideas about the architecture of cognitive systems occur by chance or to be a personal achievement of gifted geniuses. An answer to the question, I think, could not be found within, but "outside" of cognitive science. In this article I attempt to show the way how to resolve the task to model the architecture of the cognitive system in light of the principles and methods of educating a person to a whole-person. Since the task of how to model a architecture of cognitive system is similar to the task of how to educate a person. For example, for the (reconstructive) understanding of the computationalist architecture of the cognitive system we can refer to the type of cramming education, for the understanding of the connectionist architecture the type of democratic education, for the understanding of the architecture of the embodied cognition the kind of experience-based education and for the understanding of enactivist architecture the type of self-directed education. In my opinion, models of the cognitive system which cognitive sciences have suggested, have a special limited purpose, but no universal purpose. How can you deal with the modelling problem of the cognitive system for universal use? Detailed discussion about this topic is out of the scope of this paper. But you could give even a short answer to this question, when you again listen to the wisdom of education. Just as we can educate a whole person through a combination of different types of education, we can combine the different types of cognitive architecture that the cognitive sciences have supplied in order to model a cognitive system for universal use.

<기획> : 공감과 치유의 언어,문학 ; 인지과학의 관점에서 본 내러티브와 그 치유적 활용 근거

이민용 ( Min Yong Lee ) 민족어문학회 2013 어문논집 Vol.- No.69

내러티브는 상담과 치유?치료에서 소통의 기본 질료로서 사용되어 왔을 뿐만 아니라, 최근에는 내러티브 그 자체의 체계적인 치유적 활용이라고 할 수 있는 이야기치료 혹은 내러티브 테라피에서 핵심적으로 활용되고 있다. 본 논문에서는 이렇게 내러티브가 치유적으로 활용될 수 있는 근거를 인지과학의 관점에서 고찰해보고자 한다. 그래서 인지과학의 분과학문들인 뇌과학, 인공지능학, 인지철학, 인지심리학, 인지언어학, 인지서사학 등의 관점에서 구체적으로 내러티브를 살펴보게 될 것이다. 우선 뇌과학적으로 보면 내러티브는 삶과의 구조적 유사성으로 인해 ‘체화된 인지’ 개념의 핵심 요소이다. 또한 우리의 뇌에는 거울뉴런이 있어서 내러티브가 공감과 미메시스에서 핵심 역할을 할 수 있다. 인지심리학적으로는 마크 터너에 의하면 내러티브는 마음의 기본 원리이다. 마음이 구성되는 기본원리가 내러티브 원리라고 할 수 있다. 인지철학에서도 로이드에 의하면 내러티브는 마음을 구성하는 세 층위 중에서 두 번째 층위로서 사고의 일차적인 패턴으로 간주된다. 한편 내러티브의 이런 성격은 진화심리학적으로도 인간에게 아주 중요하다. 내러티브가 기억의 부담을 줄여주고 관심을 인간중심적으로 이끌어주며, 인간이 상상하고 시나리오를 짜서 연습하는 과정에서 하등동물을 능가하는 존재로 진화할 수 있게 되었다고 할 수 있다. 그런가 하면 인지인어학자 레이코프와 인지철학자 존슨에 의하면 우리 인간의 사고 개념은 은유적으로 되어 있다. 여기서 말하는 은유는 넓은 의미의 은유로서 내러티브나 문학의 의미라고 할 수 있다. 그런데 내러티브가 이렇게 마음을 구성하는 기본원리로서 작용한다면, 마음에 문제가 생겼을 때 그 마음을 치유하는 데에도 내러티브를 치유적으로 활용할 수 있을 것이다. 이야기치료에서는 우리 인간이 이야기를 통해 자신의 정체성을 견지하며 외부와 내부의 문제들을 이야기로써 해결하게 된다고 주장한다. 또한 여기서 우리 마음에 문제가 생겼다는 것은 그 마음을 지배하는 지배적 스토리에 문제가 생겼고, 이런 스토리들이 모여서 이루어진 인지프레임에도 문제가 생겼다는 것을 의미한다. 이럴 때 그러한 이야기 혹은 스토리로 된 인지 프레임을 치유적으로 변경함으로써 심리적 문제에 물든 인지구조를 바꿔서 새롭게 치유된 인지구조를 가지게 할 수 있다. 이런 점에서 우리는 내러티브로써 인간의 마음을 치유할 수 있는 근거들을 인지과학에서도 확인할 수 있다. While narrative has been used as the basic material for the counseling and therapy, in recent days narrative is being applied for itself to narrative therapy. Due to the structual similarity to life, narrative is a key element of embodied cognitive theory. There are brain science, artificial intelligence, cognitive philosophy, cognitive psychology, cognitive linguistics and cognitive narratology under the cognitive science. Narrative has been explored in view of these disciplines of cognitive science. The purpose of this paper is to examine some issues about narrative from the perspective of disciplines in cognitive science, and to research the healing grounds of the narrative. Section one of the article deals with the relation of narrative therapy activities and cognitive science. Section two examines the principle of mind by focusing on the functions of narrative in mind, and identifies the narrative as the basic principle of mind. Section three analyzes mind model in cognitive psychology and tries to seek possibilities of narrative therapy by utilizing narrative mind model. We can reach to happiness and mental well-being by modifying narrative cognitive frame, the narrative identity and self stories therapeutically.

인지과학과 문학

이득재(Lee Deuk Jae) 서강대학교 인문과학연구소 2014 서강인문논총 Vol.0 No.40

인지과학은 19세기 윌리엄 제임스의 심리학, 이것과 연관된 훗설의 현상학 및 메를로 퐁티의 신체의 철학, 19세기 말부터 20세기 초에 진행된 수학과 과학이론 및 기술의 발전, 튜링 머신, 사이버네틱스, 인공지능 등의 발전에 힘입어 1950년대에 등장하기 시작했다. 인지과학의 등장과 더불어 인지심리학, 인지언어학 같은 새로운 학문 분야가 생기기 시작했고 1970년대 들어서서 인지과학은 마투라나와 바렐라의 오토포이에시스 이론으로 새로운 전기를 마련하였으며 인지수사학 등의 학문 분야가 생기기 시작하였다. 그 후 뇌 과학 등의 발전으로 인지과학의 과학적 토대가 확장되면서 인지과학이 인지신학, 신경미학, 인지법학, 인지음악학 등 새로운 많은 학문 영역을 개척하고 있다. 본고는 이러한 인지과학의 발전에 따라 생겨난 인지문학론을 통해 인지문학론이 기존의 문학에 대한 전통적인 연구방법과 어떤 관계를 갖는지 살펴보고 특히 러시아 형식주의의 트레이드 마크라 할 수 있는 낯설게 하기 기법이 인지론적으로 어떻게 해석될 수 있는지 구체적인 작품을 통해 연구하고자 하는 것이 목적이다. Cognitive science began to appear in the 1950’s thanks to the William James’ psychology in the 19th century, phenomenology of Husserl and Merleau Ponty’s corporeal phenomenology, mathematical, scientific and technological development from the end of the 19th century to the early days of 20th century, Turing Machine, cybernetics, AI etc. The new humanistic disciplines such as cognitive psychology, cognitive linguistics with the appearance of cognitive science and autopoietic theory of Maturana and Varela gave an new impetus to cognitive science in the 1970’s. In this time cognitive rehtoric began to appear. The many new humanistic disciplines such as cognitive theology, neuroaesthetics, cognitive law, cognitive musicalogy began to appear as the scientific base in cognitive science is enlarged by the neuro science. This treatise aims to investigate how cognitive literary theory is related to the established literary theory appeared by the development of cognitive science and how the concept as defamiliarization which is a key word in russian formalism is interpreted cognitively through a reading of concrete literary text.

현상학과 인지과학의 문화주의적 교점 -딜타이(W. Dilthey)와 연관해서

송석랑 ( Suck Rang Song ) 충남대학교 인문과학연구소 2016 인문학연구 Vol.55 No.2

이 논문은 마음연구에 대한 현상학과 인지과학의 교점 내지 양립에 관한 것이다. 종래의 형이상학적 인식론 내지 심리학의 한계를 초과하는 과학의 논리로써 마음을 탐구하며 인지과학의 한 요소가 된 ‘분석적 심리철학’은 심신이원성 혹은 자연주의적 환원성의 난제에 처한다. 계산주의의한계와 통하는 이 난제는 당대의 과학적 인지이론이 또 다른 철학, 즉 현상학을 찾는 계기가 된다. 최근의 논자들에 따르면, 거기에는 무엇보다도다음의 세 이유가 있다. (1)현상학은 인지과학의 외성주의적 접근이 처한 난국을 돌파하되, 내성주의에 기대지 않고 과학적 태도를 견지할 방법론을 제공한다. (2)현상학은 경험의 지향성으로써 “인지에 대한 신체화된 접근방법”을 제시, 인지과학자들을 괴롭혀온 심신이원성 혹은 환원성의 문제를 해소하며 인지과학의 지평을 확장한다. (3)뇌과학이나 신경과학의 실험에서, 현상학은 피실험자의 경험을 인지과학이 신뢰할 수 있는 수준에서 파악하게 해준다. 이 논문은 그러한 사안들을 딜타이의 해석학에서 유래한 ‘존재론적’ 문화주의를 매개로 살펴보는 가운데, 현상학과인지과학이 빚는 교점 또는 양립의 양상과 의의 및 한계를 고찰했다. This paper is an essay on the intersection or compatibility of phenomenology and cognitive science in researching for our mind. In the mid-twentieth century analytic philosophy of mind had researched our mind by means of scientific logic that exceeds the limits of traditional theories of mind which are based on the metaphysical and epistemological point of view, and then it become a part of cognitive science. However this analytic philosophy of mind has been in the difficult position of mind-body dualism or naturalistic reduction which such physicalistic materialism as functionalism and connectionism tend to show. This difficult position that opens into the limits of computational theory caused cognitive scientists to consider the significance of phenomenology in their studies, for it provides their studies with an effective way of getting away from the difficult. According to a recent study, for example, the work of Gallagher and Zahavi [《The Phenomenological Mind, 2008》], the reasons why cognitive scientists feel need of phenomenology to overcome the difficult are as fellows : (1) phenomenology provide a new methodology for cognitive scientists to take a way of studying on mind in the “experiential scientifically dimension” without resorting to old style introspectionist’s view of mind, (2) by giving the embodied approaches to cognition via “an explication of the intentionality of experience that stresses the co-emergence of mind and world and suggests an alternative to the standard choice between internalism and externalism”, phenomenology can be a new effective means of overcoming the Cartesian mind-body dualism that continued to torture the cognitive scientists like behaviorist or functionalist, (3) phenomenology offers dependable ways of figuring out conscious experience, and of designing the experiments to cognitive science, in study on mind relevant experimental science like neuroscience or science of brain. Elucidating these matters by through of ontological culturism which is derives from Dilthey’s hermeneutics, and implies an intersection or compatibility of phenomenology and cognitive science, this paper considers the signification and limitation as well as aspect of the intersection or compatibility which phenomenology and cognitive science make.

중학교 생물 수업에서 메타인지 기반 과학 자기효능감 증진 교수․학습 전략의 효과

조규영,심규철,김현섭 한국생물교육학회 2018 생물교육 Vol.46 No.4

The purpose of this study was to develop the strategies for teaching and learning to enhance science self-efficacy on the basis of meta-cognition in middle school biology class, and examine the educational effects of them. The teaching and learning strategies for enhancing the science self-efficacy composed of the three components of science self-confidence, science performance confidence, and science achievement expectation. The phases of the instruction using the strategies for teaching and learning to enhance science self-efficacy on the basis of meta-cognition consisted of preparing, participating, orchestrating and evaluating, and checking which the students should reflect and rethink their accomplishment. The instruction were applied to biological topics of the ‘stimulus and response’ unit of middle school science. Subjects were 111 8th graders, who were divided into two groups such as a control group and a treatment group. The control group was taught by traditional ways, and the treatment group was taught by using strategies for enhancing the science self-efficacy over 4 weeks. The results of it showed that the lesson using the teaching and learning strategies to enhance the science self-efficacy had a positive effect on the improvement of science achievement and science self-efficacy.