교양교육에서 듀이적인 과학 이미지의 활용에 관한 연구

초록

The concept of science has been widely used in the field of general or liberal education. Science, in its extensive usage, permeates all of the academic regions to insure their objectivity and liberate the participants therein. As general or liberal education also covers all of the academics in an overall aspect, while also aiming for the liberation of people, the spirit of science penetrates to the heart of such an education. But it seems that the usage of science is narrowly restricted only to the results of professional scientific technology, and not in a broader sense. The inclusive feature of science is embodied not in its content, but in its method or attitude. Science finds its proper province by giving only a hypothetical status to all of the theoretical knowledge, till this knowledge is confirmed through experience or experiments. Furthermore, new possibilities arise allowing for learners to explore, rather than safely remaining confined in the given facts. The Deweyan image of science intelligibly reveals in a most humble and intimate manner that science is a means of giving meaning to the so-called facts, while at the same time letting its practitioners inquire into new possibilities that transcend those facts. This study argues that the Deweyan science image may be accommodated into the general or liberal education curriculum. For there that it might function well as an educational avenue for liberals, as well as for those in other fields of study.

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