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구성주의 인식론: 발명된 현실
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구성주의 인식론 발명된 현실.hwp
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구성주의 인식론 발명된 현실.hwp
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자료설명
인간들은 종족발생사적 과정을 통해 생물학적으로, 그리고 여러 광의의 사회.문화적인 조건들로 인해 매우 유사한 경험세계를 구축하지만, 이때 이러한...
본문/내용
인간들은 종족발생사적 과정을 통해 생물학적으로, 그리고 여러 광의의 사회.문화적인 조건들로 인해 매우 유사한 경험세계를 구축하지만, 이때 이러한 닮음은 매우 ‘부분적’이라는 점이다. 바로 이점을 지적하기 위해 von Glasersfeld는 ‘공유된 의미(shared meaning)’라는 표현에 사용된 ‘공유된’이라는 용어 대신 ‘호환되는/조화로운(compatible)’이라는 표현을 의도적으로 쓰고 있다. 또한 지식의 사회문화적 영향을 강조하는 Vygostky의 계열에 있는 대표적 학자인 Rogoff(1990) 역시 ‘공유된 이해’를 바탕으로 하는 인간활동이라고 할 때, ‘공유된’이라는 것은 “공동으로 작업한(constructed jointly)”(p. 195) 것이라는 의미와는 구분되는 것으로서, 개인의 이해와 참여가 충분히 반영될 수 있는 정도 내에서의 ‘공유된 이해’라는 단서를 달고 있다. 따라서 구성주의에서 말하는 ‘주체의존성’, 또는 ‘개인 나름의 현실/지식구성’은 반합리주의, 이상주의, 또는 회의적 상대주의와 구분된다. 왜냐하면 객관적 지식구성 물리적 세계에서 다른 사람들과의 커뮤니케이션이 이루어지고, 그들로부터 인정받고 수용되어지면서 그 적합성, 유용성, 타당성을 검증받는 성공적인 우리의 행위를 지향하고 설명하기 때문이다.
결국 구성주의에서 중요한 것은 관찰자 (인식자)의 개념, 인식된 것(관찰 대상)에 대한 개념, 그리고 그들간의 관계에 대한 개념을 다루는 것이라고 할 수 있다. 그러나 그렇다고 이전 인식론자들 같이 관찰자와 관찰대상의 관계에 대한 이원론적 접근(우리는 세계 속에 산다는 식)을 의미하는 것은 분명 아니다. 구성주의에서는 관찰 대상(혹은 환경)과 관찰자는 근본적으로 서로 분리되어 생각하지 않는 총체주의적(holistic)(곧, 우리가 속한 세계와 더불어 산다는 식)인 입장이기 때문이다.
참고문헌
강인애 (1999). 구성주의 학습이론에 대한 고찰. 우리교육(2), pp. 58-63.
강인애(1998a). 열린 수업의 재조명: 구성주의적 의미와 실천, 강인애와 장승권(편저), 과연 열린시대인가? pp. 217-264. 서울: 삼성경제연구소.
강인애(1998b). 문제중심학습(Problem-based learning): 또 하나의 구성주의적 교수-학습모 형, 김종문 외(편저), 구성주의 교육학, pp. 211-242.
강인애 (1997). 왜 구성주의인가? 서울: 문음사.
김영민 (1996). 탈식민성과 우리 인문학의 글쓰기. 서울: 민음사.
슈미트, J. (1995). 구성주의. 서울: 까치
슈미트, J. (1996). 미디어의 인식론: 인지, 텍스트, 커뮤티케이션. 서울: 까치.
최신일 (1998). 해석학과 구성주의. 김종문 외 (편), 구성주의 교육학. 서울: 교육과학사.
Bettencourt, A. (1993). The construction of knowledge: A radical constructivist view. In K. Tobin(ed.), The practice of constructivism in science education. pp. 39-50. Hillsdale, NJ: Lawrence Erlbaum Associates.
Brooks, J. & Brooks, M. (1993). In search of understanding the case for constructivist classrooms. Alexandria, VI: ASCD.
Cobb, P. (1996). Where is the mind? A coordination of sociocultural and cognitive constructivist perspectives. In C. Fosnot(Ed.), Constructivism: Theory, perspectives, and practice. pp. 34-54. Hillsdale, NJ: Lawrence Erlbaum Associates.
DeVries, R. & Zan, B. (1994) Moral classrooms, moral children: Creating a constructivist atmosphere in early education. New York: Teachers College Press.
Eisner, E. (1993). Forms of understanding and the future of educational research. Educational Researcher, 22(7), 5-11.
Ernest, P. (1995). The one and the many. In L, Steffe & J. Gale, Constructivism in education, pp. 459-486. Hillsdale, NJ: Lawrence Erlbaum Associates.
Fosnot, C. (1992). Constructing constructivism. In T. Duffy & D. Jonassen (Eds.), Constructivism and the technology of instruction: A conversation (pp. 167-176). Hillsdale, NJ: Lawrence Erlbaum Associates.
Fosnot, C. (1996). Constructivism: A psychological theory of learning. In C. Fosnot(Ed.), Constructivism: Theory, perspectives, and practice. pp. 8-33. Hillsdale, NJ: Lawrence Erlbaum Associates.
Gardner, H. (1985). Frames of mind: theory of multiple intelligences. New York: basic Books.
Goodman, N. (1984). Of mind and other matters. Cambridge, MA: Harvard University Press.
Kitchener, R. (1987). Piaget`s theory of knowledge: Genetic epistemology and scientific reason. New Haven, CT: Yale University Press.
Lave, J. & Wenger, E. (1993). Situated learning: Legitimate peripheral participation. Cambridge, MA: Cambridge University Press.
Lorenz, K. (1971). Studies in animal and human behavior (vol.2), Cambridge, MA; Harvard University Press.
Nuddings, N. (1984). Caring: A feminine approach to ethics & moral education. Berkeley, CA: University of california Press.
Olson, D. (1970). Cognitive development: The child`s acquisition of diagonality. New York: Academic Press.
O`Loughlin, M. (1992). Rethinking science education: Beyond Piagetian constructivism toward a sociocultural model of teaching and learning. Journal of Research in Science teaching, 29(8), 791-820.
Piaget, J. (1970). Structuralism. New York: Basic Books.
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
Rorty, R. (1991). Objectivity, relativism, and truth: Philosophical papers. Cambridge, MA: Cambridge University Press.
Russell, D. (1993). Vygotsky, Dewey, and externalism: Beyond the student/discourse dichotomy. Journal of Advanced Composition, 13(1), pp. 173-197.
Schifter, D. A constructivist perspective on teaching and learning mathematics. In C. Fosnot(Ed.), Constructivism: Theory, perspectives, and practice. pp. 73-91, Hillsdale, NJ: Lawrence Erlbaum Associates.
Spivey, N. (1995). Writtten discourse: A constructivist perspective. In L, Steffe & J. Gale, Constructivism in education, pp. 313-330. Hillsdale, NJ: Lawrence Erlbaum Associates.
Topin, K. & Tippins, D. (1993). Constructivism as a referent for teaching and learning. In K. Tobin (Ed.), The practice of constructivism in science education. pp. 3-22. Hillsdale, NJ: Lawrence Erlbaum Associates.
von Glasersfeld, E. (1995). A constructivist approach to teaching. In L, Steffe & J. Gale, Constructivism in education, pp. 3-16. Hillsdale, NJ: Lawrence Erlbaum Associates.
von Glasersfeld, E. (1989). cognition, construction of knowledge, and teaching. Synthesis, 80, 121-140.
von Glasersfeld, E. (1996). Introduction: Aspects of constructivism. In C. Fosnot (Ed.), Constructivism: Theory, perspectives, and practice. pp. 3-7. Hillsdale, NJ: Lawrence Erlbaum Associates.
von Glasersfeld, E. (1993). Quesions and answers about radical constructivism. In K. Tobin (Ed.), The practice of constructivism in science education. pp. 23-38. Hillsdale, NJ: Lawrence Erlbaum Associates.
von Glasersfeld, E. & P. Cobb. (1983). Knowledge as environmental fit. Man-Environment Systems, 13(5), 216-224.
Vygotsky L. (1978). Mind in society: The development of higher psychological precesses. Cambridge, MA: Harvard University Press.
Wertsch, J. (1991). Voices of mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.
Wheatley, G. (1991). constructivist perspectives on science and mathematics learning. Science Education, 75(1), pp. 9-21.
Wilson, B. (1997). Reflections on constructivism and instructional design. http://www.cudenver.edu/~bwilson/construct.html.
강인애(1998a). 열린 수업의 재조명: 구성주의적 의미와 실천, 강인애와 장승권(편저), 과연 열린시대인가? pp. 217-264. 서울: 삼성경제연구소.
강인애(1998b). 문제중심학습(Problem-based learning): 또 하나의 구성주의적 교수-학습모 형, 김종문 외(편저), 구성주의 교육학, pp. 211-242.
강인애 (1997). 왜 구성주의인가? 서울: 문음사.
김영민 (1996). 탈식민성과 우리 인문학의 글쓰기. 서울: 민음사.
슈미트, J. (1995). 구성주의. 서울: 까치
슈미트, J. (1996). 미디어의 인식론: 인지, 텍스트, 커뮤티케이션. 서울: 까치.
최신일 (1998). 해석학과 구성주의. 김종문 외 (편), 구성주의 교육학. 서울: 교육과학사.
Bettencourt, A. (1993). The construction of knowledge: A radical constructivist view. In K. Tobin(ed.), The practice of constructivism in science education. pp. 39-50. Hillsdale, NJ: Lawrence Erlbaum Associates.
Brooks, J. & Brooks, M. (1993). In search of understanding the case for constructivist classrooms. Alexandria, VI: ASCD.
Cobb, P. (1996). Where is the mind? A coordination of sociocultural and cognitive constructivist perspectives. In C. Fosnot(Ed.), Constructivism: Theory, perspectives, and practice. pp. 34-54. Hillsdale, NJ: Lawrence Erlbaum Associates.
DeVries, R. & Zan, B. (1994) Moral classrooms, moral children: Creating a constructivist atmosphere in early education. New York: Teachers College Press.
Eisner, E. (1993). Forms of understanding and the future of educational research. Educational Researcher, 22(7), 5-11.
Ernest, P. (1995). The one and the many. In L, Steffe & J. Gale, Constructivism in education, pp. 459-486. Hillsdale, NJ: Lawrence Erlbaum Associates.
Fosnot, C. (1992). Constructing constructivism. In T. Duffy & D. Jonassen (Eds.), Constructivism and the technology of instruction: A conversation (pp. 167-176). Hillsdale, NJ: Lawrence Erlbaum Associates.
Fosnot, C. (1996). Constructivism: A psychological theory of learning. In C. Fosnot(Ed.), Constructivism: Theory, perspectives, and practice. pp. 8-33. Hillsdale, NJ: Lawrence Erlbaum Associates.
Gardner, H. (1985). Frames of mind: theory of multiple intelligences. New York: basic Books.
Goodman, N. (1984). Of mind and other matters. Cambridge, MA: Harvard University Press.
Kitchener, R. (1987). Piaget`s theory of knowledge: Genetic epistemology and scientific reason. New Haven, CT: Yale University Press.
Lave, J. & Wenger, E. (1993). Situated learning: Legitimate peripheral participation. Cambridge, MA: Cambridge University Press.
Lorenz, K. (1971). Studies in animal and human behavior (vol.2), Cambridge, MA; Harvard University Press.
Nuddings, N. (1984). Caring: A feminine approach to ethics & moral education. Berkeley, CA: University of california Press.
Olson, D. (1970). Cognitive development: The child`s acquisition of diagonality. New York: Academic Press.
O`Loughlin, M. (1992). Rethinking science education: Beyond Piagetian constructivism toward a sociocultural model of teaching and learning. Journal of Research in Science teaching, 29(8), 791-820.
Piaget, J. (1970). Structuralism. New York: Basic Books.
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
Rorty, R. (1991). Objectivity, relativism, and truth: Philosophical papers. Cambridge, MA: Cambridge University Press.
Russell, D. (1993). Vygotsky, Dewey, and externalism: Beyond the student/discourse dichotomy. Journal of Advanced Composition, 13(1), pp. 173-197.
Schifter, D. A constructivist perspective on teaching and learning mathematics. In C. Fosnot(Ed.), Constructivism: Theory, perspectives, and practice. pp. 73-91, Hillsdale, NJ: Lawrence Erlbaum Associates.
Spivey, N. (1995). Writtten discourse: A constructivist perspective. In L, Steffe & J. Gale, Constructivism in education, pp. 313-330. Hillsdale, NJ: Lawrence Erlbaum Associates.
Topin, K. & Tippins, D. (1993). Constructivism as a referent for teaching and learning. In K. Tobin (Ed.), The practice of constructivism in science education. pp. 3-22. Hillsdale, NJ: Lawrence Erlbaum Associates.
von Glasersfeld, E. (1995). A constructivist approach to teaching. In L, Steffe & J. Gale, Constructivism in education, pp. 3-16. Hillsdale, NJ: Lawrence Erlbaum Associates.
von Glasersfeld, E. (1989). cognition, construction of knowledge, and teaching. Synthesis, 80, 121-140.
von Glasersfeld, E. (1996). Introduction: Aspects of constructivism. In C. Fosnot (Ed.), Constructivism: Theory, perspectives, and practice. pp. 3-7. Hillsdale, NJ: Lawrence Erlbaum Associates.
von Glasersfeld, E. (1993). Quesions and answers about radical constructivism. In K. Tobin (Ed.), The practice of constructivism in science education. pp. 23-38. Hillsdale, NJ: Lawrence Erlbaum Associates.
von Glasersfeld, E. & P. Cobb. (1983). Knowledge as environmental fit. Man-Environment Systems, 13(5), 216-224.
Vygotsky L. (1978). Mind in society: The development of higher psychological precesses. Cambridge, MA: Harvard University Press.
Wertsch, J. (1991). Voices of mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.
Wheatley, G. (1991). constructivist perspectives on science and mathematics learning. Science Education, 75(1), pp. 9-21.
Wilson, B. (1997). Reflections on constructivism and instructional design. http://www.cudenver.edu/~bwilson/construct.html.
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