[개정 증보판] 다시 생각해보는 브루너 교육의 문화 > 교육학

본 개정판과 증보판이 지니는 특징은 다음과 같다.

첫째, 각 장마다 번역상의 오류와 문장 표현에서 생경한 부분들을 독자의 수준에 맞추어 쉽게 표현하고자 하였다.

둘째, 각 장의 주요 경구들을 새롭게 배치하여 그 의미를 분명하게 전달하고자 하였다.

셋째, 본 역서의 이해를 촉진시키기 위하여 역서 말미에 관련 자료들을 대폭 보강하였다.

넷째, 본 원서의 출간 이후 브루너가 저작한 책이나 간접 자료들을 제시하여 독자들의 심층적 이해를 도모하고자 하였다.

다섯째, 개정판 당시에 추가한 독해 자료 외에 보다 심층적인 자료들을 포함하였다. 특히 내러티브의 개념을 논의한 자료, 브루너의 타계를(삶을) 추모하는 글은 우리를 깊은 연구로 안내한다.

브루너는 본 역서를 출간한 이후에 여러 저작물을 통해 대표적으로 내러티브에 많은 논의를 집중하고 있다. 두 가지 사고양식의 구분에서 보다 본격적으로 나아가서 인간 삶의 본질적 측면들에 천착하고 있다. 그리고 인간 마음, 발달, 지식과 관련될 수밖에 없는 교육학을 새롭게 조망하고 있다. 특히 교육과정의 문제를 교과목과 가르치기 차원에서 초월하여 문화적 과업으로 재개념화하고 있다.

목차

개정판을 내면서: 다시 개정 증보판에 부쳐서∙3

역자 서문: 개정 증보판을 다시 내면서∙7

한국어 판을 위한 저자의 서문∙15

저자 서문∙17

제1장 문화, 마음 그리고 교육/ 33

Ⅰ. 인간 마음의 본질에 관한 두 가지 개념화 방식······················· 35

Ⅱ. 컴퓨터주의와 문화주의의 교육에 대한 접근방법····················· 46

Ⅲ. 교육에 대한 심리․문화적 접근의 입장·································· 53

1. 기본적 시각······································································· 54

2. 구속주의 입장···································································· 58

3. 구성주의 입장···································································· 65

4. 상호작용적 입장································································ 65

5. 외적 구체화주의································································ 69

6. 도구주의············································································ 74

7. 제도적 입장······································································· 80

8. 정체성과 자존심································································ 89

9. 내러티브 사고···································································· 95

Ⅳ. 교육에 대한 문화심리학적인 조망에 비추어 본 제안············· 102

요약···························································································· 104

Notes ·························································································· 114

제2장 일상 교육론/ 125

Ⅰ. 일상의 민간 심리학과와 일상교육론: 변화하는 교수의 세계·· 127

Ⅱ. 마음의 모형과 가르침의 모형················································ 140

1. 아동들을 모방적 학습자로 보는 것(모방적 학습자 모형): “방법적 지식(know-how)”의 습득···································· 141

2. 아동들을 교훈적인 사태에 노출시키는 것(설명식 교수)으로부터 학습이 이루어지는 것으로 보는 것(설명식 교수 모형): “명제적 지식”의 획득······················ 143

3. 아동들을 사고하는 사람으로 보는 것(사고 주체 모형): 간주관적 상호교환의 발달············································ 145

4. 아동들을 지식을 많이 알고 있는 유식한 것으로 보는 것(유식자 모형): “객관적” 지식의 관리··················· 152

Ⅲ. 실제의 학교 교육·································································· 156

Ⅳ. 요약: 마음, 문화 그리고 교육의 재고찰································ 157

요약···························································································· 161

Notes ·························································································· 175

제3장 교육 목적의 복잡성/ 179

Ⅰ. 교육에서의 세 가지 이율배반················································ 181

Ⅱ. 교육목적의 이율배반적 성격을 이해하기: Head Start 프로그램···························································· 189

Ⅲ. 협동적 학교 문화: Oakland 프로젝트··································· 196

Ⅳ. 학교의 새로운 기능······························································ 204

요약···························································································· 213

Notes ·························································································· 219

제4장 현재, 과거 그리고 미래의 가능성을 가르치기/ 223

Ⅰ. 교수와 학습에 대한 네 가지 중요한 아이디어 소개··············· 225

Ⅱ. 반성····················································································· 229

Ⅲ. 주체적 행위와 협동······························································ 236

Ⅳ. 문화····················································································· 245

요약···························································································· 251

Notes ·························································································· 257

제5장 타인의 마음을 이해하기와 설명하기/ 259

Ⅰ. 해석과 설명이 어떻게 다른가················································ 261

Ⅱ. 어린이의 마음․사고․자아에 대한 연구······························· 269

Ⅲ. 해석과 설명의 진정한 관계 및 해석적 관점이 가지는 특징·········································································· 277

Ⅳ. 해석과 설명이 공존할 수 있는 방법······································ 282

요약···························································································· 285

Notes ·························································································· 295

제6장 과학의 내러티브/ 299

Ⅰ. 학교 개혁 운동의 필요성······················································ 301

Ⅱ. 과학 교육에서의 내러티브····················································· 309

요약···························································································· 326

Notes ·························································································· 332

제7장 실재의 내러티브적 구성/ 333

Ⅰ. 실재의 내러티브적 구성에 대한 관심···································· 335

Ⅱ. 내러티브 실재에 대한 아홉 가지 보편적인 문제들················ 341

Ⅲ. 무의식에 관한 세 가지 고전적인 대책과 학교교육················ 367

요약···························································································· 372

Notes ·························································································· 378

제8장 행함으로서의 앎/ 383

Ⅰ. 노동심리학에 대해 Scribner와 나눈 대화의 의미와 중요성··· 385

Ⅱ. 인지심리학의 고전적 쟁점에 대한 논의································· 393

요약···························································································· 400

Notes ·························································································· 405

제9장 미래의 심리학/ 407

제1부 인간 탐구

Ⅰ. 인간 본성과 인간 조건 연구의 세 가지 도전························ 409

1. 생물학적 진화 연구·························································· 412

2. 문화적 전환····································································· 413

3. 상황적 연구····································································· 419

Ⅱ. 마음과 문화와의 관계 및 인간활동의 상황적 본질의 의미····· 420

Ⅲ. 문화 참여의 중요성······························································ 424

제2부 간주관성의 도전

Ⅰ. 간주관성 출현의 연구 ························································· 428

Ⅱ. 다른 사람의 마음을 어떻게 알 수 있는가? ···························· 429

Ⅲ. 인간의 말과 언어·································································· 441

요약···························································································· 444

Notes ·························································································· 452

각 장별 주요 아이디어 모음∙457

CREDITS∙468

교육의 문화(The culture of education) 를 위한 독해 자료∙469

부록∙483

찾아보기∙569

저자소개

제롬 브루너는 뉴욕대학교의 심리학과 연구교수, 법학과 선임연구원을 역임하였다. 그는 Acts of Meaning; Actual Minds, Possible Worlds; On Knowing; The Process of Education; 그리고 Toward a Theory of Instruction(모두 하버드에서 출판됨)을 포함한 많은 저서들을 집필하였다. 1987년 그는 “인간 마음에 관한 이해에 평생을 헌신”한 공로로 The International Balzan Prize를 수상했다.

강 현 석

경북대학교 사범대학 교육학과 졸업

경북대학교 대학원 졸업(교육학 박사)

University of Wisconsin-Madison 연구원

한국대학교육협의회 선임연구원

한국내러티브교육학회 회장

현) 경북대학교 교수

지식구조론 이후 Bruner의 교육과정이론 탐구

이야기 만들기(공역, 교육과학사)

교육이론의 새로운 지평(공역, 교육과학사)

내러티브 자아의 교육론 탐구(교육사상연구) 외 다수

배송

교환