교육의 생태적 전환을 위한 듀이 교육철학의 재조명 = Reconsidering Dewey’s Philosophy of Education for the Ecological Transformation of Education

다국어 초록 (Multilingual Abstract)

We need philosophical inquiries for the ecological transformation of social life and education, reflecting upon the problems of the current crisis caused by COVID-19 as rooted fundamentally in the perverted relationship between nature and human, and among human beings. The purpose of this study is to explore the possibilities that Dewey’s philosophy of education provides the conceptual and practical framework for the ecological education. To begine with, it deals with the characteristic traits of ‘life activity’ which is regarded as the natural source of human experience including art and science as well as education in Dewey’s thoughts, which is based upon the critical consciousness about intractable problems of industrial capitalist societies. Furthermore, it is shown that the implicated meanings of ecological education are to be clarified with reference to the principles of continuity and interaction, which function as the conceptual criteria of educative experience and also explain the conditions of growing life. Finally, it is suggested hypothetically that the needed transformative aspects in classroom practices for ecological education include developing genuinely dialogical relationship among students and teachers, invigorating creative intelligence in social action, let alone cultivating sensitiveness to nature and life.

참고문헌 (Reference)

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