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목차
Ⅰ. 이가주의(二價主義, dualism) 지식관의 정초주의적 오류
Ⅱ. 정답을 강변하는 ‘교과서 일치주의’의 궤변
Ⅲ. 정답 지향의 교육관과 평가관의 문제
Ⅳ. 참고 문헌
Ⅱ. 정답을 강변하는 ‘교과서 일치주의’의 궤변
Ⅲ. 정답 지향의 교육관과 평가관의 문제
Ⅳ. 참고 문헌
본문내용
1999). 교육평가의 새 영역: 교육의 내재적 가치 평가를 중심으로. 『교육원리연구』, 4(1), 141-187.
최성욱(2005). 교육학 패러다임의 전환: 기능주의에서 내재주의로. 『교육원리연구』, 10(2), 71-135.
Perry, W. G.(1970). Forms of Intellectual and Ethical Development in College Years. New York: Holt, Rinehart & Winston, Inc.
ABSTRACT
A Critical Study on Absolutism in Epistemology
and Dualism in School Evaluation
Professor, Mokpo National University
Sung-Wook Choi
The tradition of Western philosophy, of which the main thesis is that what is right and wrong as an opposite can be accurately divided, fails to prove it in a reasonable way. Such an epistemological dualism is found on no absolute ground, as historical epistemologists(G, Bachlard, N. R. Hanson, T. S. Kuhn, P. Feyerabend) have delivered critical attacks against the foundationalism. The epistemological absolutism in effect is unacceptable any more.
However, the senility of foundationalism is still alive in schools. A dualistic perspective of knowledge dominates the procedure of school evaluation in every respect. Textbooks carrying perfect and unchangeable truth are undoubtedly admitted. What is right or wrong entirely depends upon how far consistent it is with what is written in the textbook. A central task of school evaluation focuses on how to measure students' achievement in a numerical way. To say, it is just counting the number of right answer that makes a sharp discrimination between the superior and the inferior among students. This means that the school evaluation functions as a tool for social selection.
With this critical review, I come to a conclusion that the whole process of school evaluation in itself misleads us, as far as it is based upon the false premises of foundationalism. What we can know at best is far from the Truth. However, the fact that the knowledge we possess always be erroneous and imperfect doesn't make us quit exploring it further. On the contrary, we should Rather endeavor to facilitate a cyclic process of educational activity, which challenges each one to reconstruct his/her own and the opposite one's experience in a revolutionary way, so as to make heighten the level of understanding. By this way, we can come closer to the truth step by step. This process of self-renewal goes its way to deliver us a sense of truth to judge each step more advanced than before with a genuine contrast between them. The criterion justifiable in a quite subjective way emerges only through a process of reorganizing oneself. This is very different from the way of validating truth in the tradition of Western philosophy.
In conclusion, I would like to say that education, as a facilitating factor of recomposing a set of experience in each level, continues to establish the inner basis to be put to an evaluation in a most epistemologically valid manner. That is the new horizon of 'educational epistemology(Chang, 1996, 2000).'
* key word: right answer, absolutism, dualism, foundationalism, school evaluation, fallibility, educational epistemology
최성욱(2005). 교육학 패러다임의 전환: 기능주의에서 내재주의로. 『교육원리연구』, 10(2), 71-135.
Perry, W. G.(1970). Forms of Intellectual and Ethical Development in College Years. New York: Holt, Rinehart & Winston, Inc.
ABSTRACT
A Critical Study on Absolutism in Epistemology
and Dualism in School Evaluation
Professor, Mokpo National University
Sung-Wook Choi
The tradition of Western philosophy, of which the main thesis is that what is right and wrong as an opposite can be accurately divided, fails to prove it in a reasonable way. Such an epistemological dualism is found on no absolute ground, as historical epistemologists(G, Bachlard, N. R. Hanson, T. S. Kuhn, P. Feyerabend) have delivered critical attacks against the foundationalism. The epistemological absolutism in effect is unacceptable any more.
However, the senility of foundationalism is still alive in schools. A dualistic perspective of knowledge dominates the procedure of school evaluation in every respect. Textbooks carrying perfect and unchangeable truth are undoubtedly admitted. What is right or wrong entirely depends upon how far consistent it is with what is written in the textbook. A central task of school evaluation focuses on how to measure students' achievement in a numerical way. To say, it is just counting the number of right answer that makes a sharp discrimination between the superior and the inferior among students. This means that the school evaluation functions as a tool for social selection.
With this critical review, I come to a conclusion that the whole process of school evaluation in itself misleads us, as far as it is based upon the false premises of foundationalism. What we can know at best is far from the Truth. However, the fact that the knowledge we possess always be erroneous and imperfect doesn't make us quit exploring it further. On the contrary, we should Rather endeavor to facilitate a cyclic process of educational activity, which challenges each one to reconstruct his/her own and the opposite one's experience in a revolutionary way, so as to make heighten the level of understanding. By this way, we can come closer to the truth step by step. This process of self-renewal goes its way to deliver us a sense of truth to judge each step more advanced than before with a genuine contrast between them. The criterion justifiable in a quite subjective way emerges only through a process of reorganizing oneself. This is very different from the way of validating truth in the tradition of Western philosophy.
In conclusion, I would like to say that education, as a facilitating factor of recomposing a set of experience in each level, continues to establish the inner basis to be put to an evaluation in a most epistemologically valid manner. That is the new horizon of 'educational epistemology(Chang, 1996, 2000).'
* key word: right answer, absolutism, dualism, foundationalism, school evaluation, fallibility, educational epistemology
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