공자의 교육철학과 듀이 교육철학의 비교 = A Comparison of the Educational Philosophy of Confucius with That of Dewey

다국어 초록 (Multilingual Abstract)

This study is to reconsider an oriental ancient scholar Confucius in contrast, and comparison, with a. modern western philosopher John Dewey, In. spite of the spatio-temporal difference between them, it would not be awkward to discuss their ideas concerning education, matching with and against each. other, if relevant categories are provided aid. arranged. 'This kind of study could help us critically understand educational ideas; especially those which back up our Korean education culturally and theoretically. An attempt has been made at analyzing their educational ideas under the headings of major categorics, i.e., their basic conceptions, aims, content arid methods of education.
In the first place, confucius and Dewey store with each other in conceiving education to be a kind of activity reflecting practical values, yet hightening the pure emotion and the intelligence, However, it is justified in a somewhat values. One is the one-all pervading principle, by which a set of various things could be, in both appearance and reality, inclusively accounted for. The other is the principle of the golden mean, which keeps us from two extreme contraries. On the other hand, Dewey defines education as a growth, a continuous reconstruction of experience, which is made possible by virtue of the intelligence in operation with reflective thinking. Confucius states educational values in terms of explicit and somehow concrete objectives reflection social demands, whereas Dewey suggests those in terms of procedural rules or principles.
There can be found some ideas common to both of them in stating educational aims. They recommend that educational aims be stated in recognition of: The individual interacting with the society, the; temporal continuity between the past, the present and the future, and the principle of education as of the whole person. But .Confucius puts the stress upon. the realization of social justice, characteristically past-oriented, and the virtuous person, while Dewey pays his primary attention to the social self-realization of the individual, growing in prospect of the future life, and his intellectualization.
Both Confucius and Dewey apply in some ways the same kind of principles to the organization of educational content. In a Metaphysical perspective, a kind of naturalistic view underlies it in, such a. way that they are not positively sympathetic with the religious belief in the supernatural God, while being conceived to be a mediator be tween men and the nature, and the reality rind the ideal. But Confucius is concerned mord about the identification, or the continuity, and the harmony of the human ethics with the nature, whereas Dewey recognizes the interaction of the human organism with the environment by adjustment or challenge. Axiologically, both philosopher have snme amount of common ideas in the respect that values are taken into account to be related to the betterment of the ever-chang and concrete life. However, Confuciua takes as a value truth to be of the universally comprehensive principles supplemented with the principle of the golden mean, goodness to he of ethical Character, and bearcat to be signified as oral and political. On the other hand, Dewey believes that truth is to beg considered as idea in the process of inquiry, that goodness is to be understood as psychological phenomenon, and that beauty is not to be isolated from our practical life. In the epistemological methodology two philosophers are quite different. Confucius is primarily an intuitionist while Dewey an experimentalist.
Subject-matters they are concerned with are of different sorts with different intentions, partly because of` the difference between them in the spatio-temporal context. Nevertheless, they share some ideas in instructional methods at least in that pupils self-awareness, active sense of participation in the learning situation be highly .recommended They also respect far the pupil's capability and individuality. lout Confucius values more among others dialogue, intuition, and speciality in ability. lip asks the teaches the authority and professional codes of the teacher. Dewey's method may be indicated as learning through problem-solving, learing by experiencing, and teaching in accordance with the pupil's intered and individuality. He urge that the teacher well familiarize himself with philosophical, sociological and psychological foundations.
Those ideas described above, among which same are consistent white others conflicting, are still working for our present educational practice. They are sources among many which are helpful for our theorizing and practicing education today, and also the background we have to identify in behalf of our educational development in bath theory and practice.