• Journal of English Language & Literature
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• v.56 no.1
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• pp.47-64
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• 2010

It is unfair that environmental pragmatism has been regarded as a mouthpiece for industrial expediency and business boosterism. John Dewey's radical pragmatism known as 'Instrumentalism' has provoked ecological fundamentalists' criticism more vehemently than any other pragmatic philosophies. However, most of the presumptive misunderstandings of such critics as Holmes Rolston, J. Baird Calliott, Erich Katz, C. A. Bowers and many others come from their limited or reduced reading of Deweyan pragmatism. The following three aspects of Deweyan pragmatism can work out in opening up a dialogical space with those eco-centrist thinkers mentioned above. First, the concept of Dewey's 'primary experience' can articulate the foundationalist view of nature, which is often found in aboriginal cultures. Second, as Andrew Light points out, ecological essentialism can share its metaphilosophical position with the pragmatist epistemology. While Anthony Weston pursues pluralism, admitting that the foundationalism might be one of the efficient approaches to nature, Eric Katz is also clearly attracted to the metaphilosophical element in Weston's argument that anyone who attempts to claim the 'inherent value' of non-human nature never possibly avoids a pitfall of anthropomorphism. Lastly, in a more comprehensive perspective, Dewey's pragmatism shows a philosophical complexity, what Larry A. Hickman calls 'post-postmodernism.' a dynamic interaction between modernism and postmodernism. Significantly enough, the environmental version of this complexity can procure a meeting ground between foundationalist ecology and the pragmatic view of nature.

• Journal of Fisheries and Marine Sciences Education
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• v.13 no.1
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• pp.117-131
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• 2001

The character of the educational tradition of Germany could be divided into two aspects. One is the humanistic liberal tendency and the other is vocational. From the beginning of the Twentieth Century, however, there has been an attempt to unify these two trends by the . Georg Kerschensteiner is the first of importance to make some comprehensive curriculum for this goal. In Kerschensteiner, the genuine education makes the individual assume his work and role in society, and to develop them by cultivating insight, will and power. His view is well expressed in the slogn "The vocational education is the beginning of the humanistic education." His goal is to make men of independence and autonomy through vocational education. The theory of Kerschensteiner's education is called 'general vocational education'. The reason why is that his vocational education concerns not just technical training for industry, but also general liberal arts. In this point, Kerschensteiner's point of view goes back to Wilhelm von Humboldt, neo-humanist afar in the first half of the Ninteenth Century, and to John Dewey, pragmatist in the contemporary age of Kerschensteiner. Kerschensteiner was much influenced by Humboldt's concepts of power and individuality. These concepts came to be embodied as a principle of vocational education in Kerschensteiner. Furthermore, Humboldt's concept of power could be associated with Dewey's theory of reflexive thinking. The power in Humboldt is to create spirit, which is connected with the world outside through language. The reflexive thinking of Dewey is a process that examines and selects some alternative thinking in the consciousness before acting. This process makes one find the method of problem-solving which results in behaviour. That is the experimental spirit or pragmatic behaviourism. These theories are reduced to the concept of 'work' in Kerschensteiner. And Kerschensteiner's theory of education that has both sides, humanistic and vocational, is similar to that of John Dewey. Dewey brings forward the idea that the vocational education is the best way to cultivate intelligence and emotion, as intelligence operates best in the life. The position of Dewey is in accord with that of Kerschensteiner who intends to cover experiences of various fields of society through practice-learning, and to have knowledge got from outside of school, refuting the misled trend of education isolated from real life. However, there is some difference between Kerschensteiner and Humbolt or Dewey. While the Neo-humanism of Humbolt and the pragmatic education of Dewey put emphasis rather on the liberal arts and culture of individuality, Kerschensteiner is concerned more with the work and life of the reality of society as a group. Kerschensteiner's concept of utility is related to education for the whole man and to the work of the individual and the nation as well as the will and power to practice it. The ideal man of utility of Kerschensteiner is to learn perfectly the value and behaviour of society through vocational life and to have right view of the state establishing a sound mutual relation between individual and state. Kerschensteiner is regarded as a devotee of 'the state of harmony' or 'the ideal of the state', as he makes the state as the criterion for defining the role of the individual. It can be said that Kerschensteiner is not a democrat of the American style as Dewey is, as he makes much of the value of the nation and state. However, he is a humanist and democrat in the point of vocational education. His purpose of education is to make whole men through work and vocational education.

• The Journal of the Korea Contents Association
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• v.13 no.1
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• pp.156-163
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• 2013

In the past, the enlargement of perception through media was 'information'. From now on, however, the primary objective of media is to consist not in conveying information but in sharing the values of 'emotion' and 'experience' that are perceived through information. Individual emotional becomes an issue due to the limitations of the ideology of modernism and the pervasiveness of the autonomous perception in the human thinking that started in postmodernism. If we once again talk about a function-focused, sensible approach for the sake of marketing in the current era that has impinged on the limits of mammonism, we must keep in mind that 'emotion,' presently retaken as the originary, human value and the value of new communication, may come to an end any time. Therefore, th current thesis is designed to examine John Dewey's 'transaction' as a method for figuring out the concept of emotion, the perceptional function latent in humans. Dewey's 'transaction,' which is a term that refers to the reciprocal relationships between humans and environment and the accompanying totality of perceptive process, interprets human emotion, user experience and environment as the organic, circular relationships. For such understanding, one must break out of the boundary of the past, dichotomous communication between the subject and the object to expand into the perceptional relations in a wider environment, in order to seek design methods that would help dismantle the borderline that has so far separated the developer from the user, share sensibilities, and express experiences.

• The Journal of Korean Philosophical History
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• no.32
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• pp.371-394
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• 2011

Buddhism have affected Korea traditional education very much. Sam Guk Yu Sa is a book which includes the public disposition grounded on world view of Buddhism. In the wide scope, the public disposition relates to their cultivating education. This paper reviewed cultivating education grounded on John Dewey "experience-learning" model about the Buddhistic public disposition appearing in Sam Guk Yu Sa. "Meaning-experience" as "adult-becoming" appearing in Sam Guk Yu Sa shows a strong characteristic of cultivating education when we see on a creative horizon in the Buddhistic world. Dewey-Deleuze's cultivating education which modernizes the theory of John Dewey meets at the place of the public disposition and three fables of Sam Guk Yu Sa grounded on the Buddhistic world. This could open possibility to interpret the cultivating theory of Korea traditional thought and western educational theory with interdigitation. Fables of Sam Guk Yu Sa dealt with growth and maturity of the public from Buddhist monk to folk wishes to achieve Bulgukto(佛國土; the land with Buddha) through the process of cultivating education which leads to "impulse-observation-knowledge-determination." In these series of process for "adult-becoming," life itself possesses characteristic of cultivating theory. In this respect, fables of Sam Guk Yu Sa shows Korea traditional cultivating theory and can be a role of a discourse book for cultivating educational theory which could relate to western educational theory.

• Journal of Korean Society of Rural Planning
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• v.5 no.1 s.9
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• pp.76-86
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• 1999

본 연구는 미국의 실용주의 철학자인 존 듀이의 공생적 합리주의 모형에 대한 분석과 이 모형의 계획이론의 적용에 대한 사회규범적 논의에 관한 것이다. 다양한 사회과학분야의 문헌고찰과 듀이를 비롯한 실용주의학파들의 연구를 중심으로 이루어진 본 연구는, 최근 논의되고 있는 사회 규범적 차원에서 논의되고 있는 계획이론의 이론적 근거를 존 듀이의 공생적 합리주의에서 찾고자 하였다. 민주주의의 속성상 계획과정에서의 상충과 갈등이 피할수 없는 현실이라면, 이러한 갈등과 상충이 발전적 도구로 존재할 수 있다고 제시한 듀이의 공생주의는 합리성의 가능성에 바탕을 둔 고전적 합리주의 이론을 대체할 수 있는 하나의 이론으로 제시될 수 있을 것이다. 존 듀이의 공생주의 이론에 대한 연구는 기존의 계획이론분야에서는 제시된 적이 없는 최초의 연구로서, 향후 계획이론 분야의 발전에 있어서 이론적 분석의 한 축을 제시했다는데 본 논문의 기여가 있다고 하겠다.

• Proceedings of the Korea Contents Association Conference
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• 2018.05a
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• pp.251-252
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• 2018

의미 있는 '하나의 경험'은 성장을 가져온다. 존 듀이는 '하나의 경험'을 하나의 예술작품이 만족스럽게 완결에 이르게 되고, 계속해서 고민하던 어떤 문제에 대한 해결책이 마침내 도출되는 것이라 말한다. 독서를 하거나 책을 쓰는 것 등도 언젠가는 종결에 이르게 되는데, 이러한 경우의 종결은 단순히 중지(cessation)가 아닌 하나의 과정의 결과인 것이다. 이러한 경험은 하나의 통일체(a whole)이며 그것 자체의 개별화된 특질과 자급자족(self-sufficiency)을 갖추고 있다. 바로 이러한 특징을 갖는 경험을 '하나의 경험'이라고 부르는 것이다. 학교 현장의 교육과정에서 '하나의 경험'이 되는 배움이란 교육적인 의미와 가치로서 인정되고 평생 기억에 남는 교육 경험 활동이라 할 수 있다. 학습자 입장의 배움, 자발성에 근거한 들뢰즈의 '배움' 이론이 '하나의 경험'으로 기억되는 의미 있는 가치로의 가능성을 탐구하고자 한다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2019.01a
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• pp.327-330
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• 2019

본 연구는 기존의 소프트웨어 교육 방법이 가지는 문제점을 분석하고, 이를 해결하기 위한 방안으로 존듀이와 프레네의 경험 중심 교육 방법에 기반을 둔 새로운 소프트웨어 교육 모델을 제안한다. 경험 중심 기반의 새로운 소프트웨어 교육 방법은 학습자들의 자율성을 보장하고, 학습자들 간의 상호작용을 통해 일상생활의 문제점을 해결할 수 있는 문제 해결력을 기르는데 중점을 두고 있다. 따라서 본 연구는 자유로운 사고방식으로 일상생활의 다양한 문제를 발견할 수 있는 능력과 다양한 경험을 통해 이를 해결할 수 있는 능력을 기르도록 체계화된 소프트웨어 교육 모델을 구성할 것이며 이를 통해 소프트웨어 교육의 발전에 기여하고자 한다.

• Journal of the Korea Convergence Society
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• v.9 no.6
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• pp.9-16
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• 2018

The purpose of this paper is to reveal the limitation of previous studies on curriculum re-construction and to suggest an alternative for curriculum re-construction. Through the literature review, this paper finds that previous studies quiet over the direction about selecting as well as organizing contents. In order to overcome the weaknesses of previous studies, this paper embraces the interest of learner for establishing the direction of curriculum reconstruction. To be more specific, this study shows that how can the ideas of growth, habit, and interest of John Dewey connect to contents-selecting and organizing in the process of instruction. As a result, this paper helps curriculum discourses to make progress for various direction and helps teachers to reconstruct the contents based on interests of their students.

• Journal of Korean Library and Information Science Society
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• v.43 no.3
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• pp.291-312
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• 2012

The purpose of this study is to review the advanced researches of the library tour, to extract the educational properties of library tour, and to propose the pedagogical meanings of library tour by reinterpreting the library tour based on pedagogical theories and foundations. As the result of this study, the extracted educational properties of library tour are like these: experience, media, explanation, interpretation, interaction. The educational properties are extracted through the related theories and researches. The pedagogical foundations based on the educational properties of library tour are like these: 1) John Dewey's experience theory. 2) Dale & Dwyer's teaching & learning media theories. 3) Bruner's educational theory. It's expected that this study will help the education librarians to plan, develop, and implement the face to face or virtual library tour program based on the pedagogical foundations for the effective library education.

• Archives of design research
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• v.16 no.4
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• pp.289-298
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• 2003

The 21st century could be called the age of Experience Economy associated with the importance to external and internal experience of product users. It needs the understanding of customer's needs in new point of view. In the area of design development, it requires the extensive application of experience from traditional method that was based on the style and usability to more advanced concept. To correspond to these changes, we need to explore new customer's value system for knowledge-information design and systematic approaches to experience system. The purpose of this research is to define the concept of 'experience' newly in the importance side of customer's life, form a clear definition of experience design and present the model of application system. Theoretical frameworks of this research are based on the Empiricism and John Dewey's theory. By applying these frameworks make dear the concept of experience concept and reanalysis the meaning and style in the perspective of design. In this process, we can extract the main factors that inducing the experience, create new application system and model again to the field of design. Application model can creates various experiences through supplying different experience style and factors for customer, make customer realize experience object. Experience designs offer optimal experience to users by making a plan and design experience to user's goal.