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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 한국기독교교육정보학회 Journal of Christian Education & Information Technology Journal of Christian Education & Information Technology Vol.6
- 발행연도
- 2004.10
- 수록면
- 421 - 447 (27page)
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초록· 키워드
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The three basic issues in philosophy of education are the considerations on the human nature of the learner(the knower), the curriculum as the learning process(the known), and the nature of cognitive activity(the knowing).
According to Jerry H Gill's metaphor, the knowing process is thought of as dancing. The knowing subjects are dancers, and the known, the reality which the knowers create with the physical and social environment, may be thought of as the dance itself The relationship between the knower and the known can be described as a dynamic, symbiotic dance, connected by means of the human body, including its movement and skills as well as the senses and linguistic activity. This Gill's perspective on the dancing metaphor is obtained from the Merleau-Ponty's phenomenology.
If the knowing process is thought of as a kind of dancing, as an interactive, reciprocal, give-and-take relationship between knowing subjects, on the one hand, and the physical and social environment, on the other, then the resulting patterns of thought and behavior, the known, may be thought of as the dance itself. If knowers and the various aspects of the context are both construed as dancers, as equal partners in cognitive activity, then the reality which together they create, the known, may itself be conceived of as a kind of ongoing dance.
Gill attempts to consider the knowing subject from a biological viewpoint, and regards a self-contained human being as the emerging, becoming, and developing personhood in whom certain relatively permanent changes occur over time through various maturation levels. He concentrates this emergent character on the basis of cognitive activity in the educational setting.
The knower, as an embodied participant in the activity of knowing, is also an individual self who is a social structure in nature, and emerges in social experience. By the process of individuation through socialization, the knower as an agent comes to be a fully functioning individual, having an interactive relation to other agents, which finally comes to shape the whole self.
Jerry Gill belongs to 'the New evangelicals,' which are characterized with the social import of faith and its apologetic persuasiveness. His framework is based upon the fact that the social context renews the credibility of Christian apologetics in a community of theological modernists. Gill attempts to open a broad, relational, and dimensional approach to the social and linguistic context. In spite of his Christian conviction of redemptive exclusivism, he attempts to engage in dialog with modernity, and tries to understand the historic, and contemporary community, as well as the religious community in particular.
His framework that all knowledge is an embodied individual active in the world, provides a certain potential accessibility toward evangelical theology, especially with the doctrine of incarnation Christian education has enough motifs of embodiment to equip the learners for Christian commitment, such as the incarnated Word, the image of God in the human, or imago Dei, consecrated holiness, the church as the body of Christ, and redemption. The most important meaning in the motif of indwelling is God's real embodiment, or God's bodily involvement, that is God came into our form of life as an embodied person.
According to Jerry H Gill's metaphor, the knowing process is thought of as dancing. The knowing subjects are dancers, and the known, the reality which the knowers create with the physical and social environment, may be thought of as the dance itself The relationship between the knower and the known can be described as a dynamic, symbiotic dance, connected by means of the human body, including its movement and skills as well as the senses and linguistic activity. This Gill's perspective on the dancing metaphor is obtained from the Merleau-Ponty's phenomenology.
If the knowing process is thought of as a kind of dancing, as an interactive, reciprocal, give-and-take relationship between knowing subjects, on the one hand, and the physical and social environment, on the other, then the resulting patterns of thought and behavior, the known, may be thought of as the dance itself. If knowers and the various aspects of the context are both construed as dancers, as equal partners in cognitive activity, then the reality which together they create, the known, may itself be conceived of as a kind of ongoing dance.
Gill attempts to consider the knowing subject from a biological viewpoint, and regards a self-contained human being as the emerging, becoming, and developing personhood in whom certain relatively permanent changes occur over time through various maturation levels. He concentrates this emergent character on the basis of cognitive activity in the educational setting.
The knower, as an embodied participant in the activity of knowing, is also an individual self who is a social structure in nature, and emerges in social experience. By the process of individuation through socialization, the knower as an agent comes to be a fully functioning individual, having an interactive relation to other agents, which finally comes to shape the whole self.
Jerry Gill belongs to 'the New evangelicals,' which are characterized with the social import of faith and its apologetic persuasiveness. His framework is based upon the fact that the social context renews the credibility of Christian apologetics in a community of theological modernists. Gill attempts to open a broad, relational, and dimensional approach to the social and linguistic context. In spite of his Christian conviction of redemptive exclusivism, he attempts to engage in dialog with modernity, and tries to understand the historic, and contemporary community, as well as the religious community in particular.
His framework that all knowledge is an embodied individual active in the world, provides a certain potential accessibility toward evangelical theology, especially with the doctrine of incarnation Christian education has enough motifs of embodiment to equip the learners for Christian commitment, such as the incarnated Word, the image of God in the human, or imago Dei, consecrated holiness, the church as the body of Christ, and redemption. The most important meaning in the motif of indwelling is God's real embodiment, or God's bodily involvement, that is God came into our form of life as an embodied person.
목차
Ⅰ. Introduction
Ⅱ. Biographical Profile of Jerry H. Gill
Ⅲ. The Metaphor of Dancing
Ⅳ. Evaluations, Implications, and Conclusions
BIBLIOGRAPHY
ABSTRACT
참고문헌 (35)
참고문헌 신청
[단행본] - Berube, Maurice R / 2000 / Eminent Educators: Studies in Intellectual Influence / Westport, CT: Greenwood Press
[단행본] - Bruner, Jerome S / 1986 / Actual Minds, Possible Worlds / Cambridge, MA: Harvard University Press
[단행본] - / 1962 / On Knowing : Essays for the Left Hand / Cambridge, MA: Harvard University Press
[단행본] - / 1996 / The Culture of Education / Cambridge, MA: Harvard University Press
[단행본] - / 1960 / The Process of Education / Cambridge, MA: Harvard University Press
[단행본] - Bruner, Jerome S / 1986 / Actual Minds, Possible Worlds / Cambridge, MA: Harvard University Press
[단행본] - / 1962 / On Knowing : Essays for the Left Hand / Cambridge, MA: Harvard University Press
[단행본] - / 1996 / The Culture of Education / Cambridge, MA: Harvard University Press
[단행본] - / 1960 / The Process of Education / Cambridge, MA: Harvard University Press
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