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다국어 초록 (Multilingual Abstract)

As the scientific understanding of learning and cognitive processes has developed, various alternative methods in education have been searched for. But classroom teachers experience pressure and confusion for the improvement of teaching and learning methods. It appears that the problem has become serious since the philosophical concerns are confined to the purpose and ideal conception of education in distinction from the problem of methods for classroom practices. The philosophical approach is needed in a way as to communicate with existing scientific approaches to the problem of methods in education. This paper explores Dewey’s philosophical ideas on the nature of method in education with a view to providing a new insight for the current problematic situation, given his pervasive efforts to integrate the dualistic oppositions between philosophy and reality, means and ends, theory and practice. To begin with, I examine the ancient etymological meaning of method and Dewey’s conceptual discussion about it, which illuminates the characteristic limitations of the current technical approach in light of the original active procedural meaning of method. The major inquiry is focused on Dewey s constructive end critical thoughts on interest, experience, and thinking as mehtods in education, which shows that unlike ordinary uses, each of three concepts does not oppose to mental discipline, subject knowledge, and free activity. In conclusion, Dewey s critical insight into the problem of educational methods is to dismantle and reconstruct the distorted meanings due to the undemocratic social life situations and also to the dualistic ideas of modern philosophy.