듀이적 감정론에서 ‘관심으로서 감정’의 기능에 관한 연구

초록

The Deweyan theory of emotions is constructed by modifying and complementing those of Darwin and James. Darwin regards emotions as mental entities produced by sensing objects, which in turn cause physiological or bodily reactions. By contrast, James claims that the emotions are only just feelings of the physiological changes or bodily reactions. For example, according to Darwin, we cry because of our sadness, but, according to James, we feel sad because we cry. Dewey objects to both positions. Emotions are not existent in a separate manner, like the Darwin’s mental cause, and do not exist for a moment, like the James’s feelings. According to Dewey, emotions are developed and completed while taking some time, and unifying conscious variations and related activities, such as physiological and bodily changes, and emotional seizures. The resulting full-fledged emotion has the phase of an ‘emotion as interest,’ where the self is whole-heartedly absorbed into the target object. It argues that the whole structure of Deweyan theory of emotions should be clarified based on the phase concept of ‘emotion as interest,’ exhibiting the positive and integrative functions attributed to the human emotions. The object-oriented emotions unavoidably involve cognitive thoughts so as to well illuminate their intertwined entanglements. With respect to the practices of education, the Deweyan theory of emotions could reveal more clearly requirements of reasonable emotional interaction, which educators and learners should all keep in mind.

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