• Title/Summary/Keyword: John Dewey

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A Study on the Concept of Schools and Spatial Composition According to Educational Philosophy by John Dewey (존 듀이의 교육철학에 따른 학교와 공간구성 개념 고찰)

  • Rieu, Ho-Seoup
    • Journal of the Korean Institute of Educational Facilities
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    • v.23 no.4
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    • pp.21-30
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    • 2016
  • This study considers the concept of schools and their spatial composition by John Dewey through literature review who argued for a new, children-centered education in the early 19th century, and it also mentions some suggestions for improvement of the elementary school facilities in Korea that the size and number of students in school has decreased sharply. John Dewey claimed that a school is a big household as well as a small society in which one studies the current occupation and experience in connection between the household-school-society. At the same time, he pursued an organic and open spatial composition which can effectively and efficiently enable educational curriculum's application, social occupation and project learning based on children's native impulse and stage in child growth. Korea's education policy should shift from quantity-based education production to quality-based production due to the reduction of school age population among other reasons. Especially this study emphasizes that small size schools need to be changed to local community facilities with environment-friendly, children-centered and open learning spatial composition with basis on John Dewey's educational philosophy.

Emotion Space through the Viewpoint of Transaction - Centering on the Dewey's Theory of Experience - (트랜스액션의 관점을 통해 본 감성 공간 연구 방법 - 존 듀이의 경험이론을 중심으로 -)

  • Lee, Young-Mi
    • Korean Institute of Interior Design Journal
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    • v.18 no.5
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    • pp.31-39
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    • 2009
  • Today, 'Emotion' has come to stay as a powerful culture code. Though there has been not a few research results based on the recognition of the importance of emotion, the concept of 'Emotion' still differs according not only to researchers but also to the fields. There firstly lies the aim of this study to research the moaning and feature of 'Emotion' through John Dewey's Theory of Experience. Secondly, this study tries to categorize the strata of emotion in space, and further tries to present the methodology for the study of emotion shown in the space. Emotion is the impulse corresponding to the root force drawing out indefinite situations into the context of the problem, and is also the force which integrates all the elements in the process of reflective correlation. Emotion can be referred to as the activating and combining force which makes it possible for the separate elements to be related to the whole as one, and as the feature forming the completion of the transaction between organisms and environment.

The elements of Gamification in John Dewey's pedagogy (존 듀이의 교육학에 나타난 게이미피케이션의 요소들)

  • Park, Joo-Hee
    • Journal of Korea Game Society
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    • v.17 no.2
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    • pp.7-16
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    • 2017
  • In this paper, it is suggested that the elements constituting the gay empire are similar to the main pedagogical concept of John Dewey, a representative educational philosopher. I analyzed some factors that make up the concept of gamification by connecting them with the following five attributes. Continuity, interaction, interest, growth, and educational experience are the main factors that contribute to sustainability. Based on the theoretical analysis of the main concept, I try to find out the relation between the game and education, and understand the meaning of the gamification, not the game.

A Study on Educational Implications of the Consciousness Theory of John Dewey (존 듀이 의식이론의 교육적 의미 탐구)

  • LEE, BYUNG-SEONG
    • Philosophy of Education
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    • no.39
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    • pp.191-221
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    • 2009
  • The aim of this study is to analyse of elements and structure of consciousness theory in the 1887 Psychology written by John Dewey, and to research its educational implications. Conclusions are as follows: Firstly, consciousness theory articulated in first edition of Dewey's Psychology was influenced by neo-Hegelian G. S. Hall, and then characteristics of its theory was metaphysical and idealistic. But after of researching the work of William James, his approach to consciousness changed surprisingly from idealistic to experimental. His experimental approach and scientific attitude to it influenced the formation and development of advanced theories in his epistemology, axiology and pedagogy. Secondly, the structure of consciousness expressed by Dewey has three forms such as knowledge, feeling and will(or volition). This forms are too dynamic and unitary. Dewey considered cognition, feeling, will to be integral functions of each self. The tripartite functions of self, moreover, are unified in will. In other word, will combines subjective feeling and objective knowledge as one self. Will regulates impulse because it powers some stimulus into activity of self. In this view point, his theory of consciousness differs from traditional theories about consciousness for emphasizing dynamic relations and functions. Thirdly, Dewey's theory of consciousness will give some important implications to educational field. It is necessary to fundamental arguments about conscious conditions of learners as a human. For it is impossible to establish some aim of learning, to organize meaningful contents of learning, and also to create some effective methods of learning without consideration of this conditions. And it is important to construct and organize the contents and methods of learning for widening and deepening of educational experiences. Then consciousness and experiences of learners interact each other, so then they will produce some meaningful results of learning in this process.

John Dewey's Theory of Criticism (존 듀이의 비평 이론)

  • Kim Jin-Yup
    • Journal of Science of Art and Design
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    • v.2
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    • pp.222-238
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    • 2000
  • The attempts to explain the criterion of art criticism can be divided into three directions. The first is that there is a universal criterion of criticism. The second is that criticism is a subjective impression of each critic. Therefore, there is no universal criterion beyond a subjective impression. The third is that denies both claims. It tries to and the objective criterion which is neither universal nor subjective. In this paper, I will see how John Dewey criticizes the first two theories and holds the third theory. Dewey's denial of the first theory can be seen in his view of the judical criticism. The judical criticism claims that art criticism can be made on the universal criterion, as judical decision can be made on the general rule supposed to be applicable to all cases. But Dewey claims that the judical criticism cannot explain what makes the artist the 'masters'. Defining art as an experience, Dewey claims that art is a process of doing and undergoing, and that art is essentially an interactive activity between men and his environment As environment changes, the experience of the environment also changes. So art should accept the possibility of new experience. But, since the judical criticism advocates of the universal criterion which cannot allow the changeability, Dewey denies it. On the other hand, Dewey's denial of the second theory can be seen in his view of the impressionist criticism. The impressionist criticism claims that criticism is to clarify the impression which is consisted of feeling and imagery the art object evokes. To this claim, Dewey replies that to clarify an impression is to analyze it, and analysis can proceed only by going beyond the impression to the judgement. As we have seen so far, Dewey has denied the judical criticism that there is a universal criterion supposed to be applicable to all criticism. He has also denied the impressionist criticism that there are only subjective responses to the art object, and hence that there is no criterion of criticism at all. For Dewey, these two criticism are based on the same false assumption of the criterion, although their conclusions are different from each other. Both the judical and impressionist criticism failed to realize the difference between the meaning of the criterion as applied in measurement and as used in criticism. Criticizing of these two views of criticism, Dewey claims that there is an objective criterion which is neither universal nor subjective. Art criticism is objective in tv#o senses, i. e., in the first sense that it can be judged by the properties of the art object and in the second sense that it can be verified by the communities of the critics.

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Suggestions for Software Education Viewed from John Dewey's Educational Philosophy (존 듀이의 교육철학이 소프트웨어 교육에 주는 시사점)

  • Cho, Yunroc;Lee, YoungJun
    • Proceedings of the Korean Society of Computer Information Conference
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    • 2017.01a
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    • pp.121-122
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    • 2017
  • 소프트웨어는 일상의 삶을 더 편리하게 해 주는 도구 이상으로 우리의 생활 깊숙이 침투하였으며, 소프트웨어로 인해 산업의 구조가 바뀌고 세상이 바뀌어 가고 있다. 이러한 소프트웨어의 중요성을 인식하고 2015 개정 교육과정에서는 초등학교에서부터 소프트웨어를 이해하고 제작하는 교육이 실행될 예정이다. 하지만, 소프트웨어라는 것은 추상적인 개념으로 아동의 경험과 연결시켜 소프트웨어 교육이 이루어지기는 어려웠던 것이 사실이다. 존 듀이는 일상적인 삶의 경험 영역 내에 들어 있던 것들로부터 교육을 도출해 낼 수 있다고 하였고, 이는 아동의 입장을 신중히 고려한 방식이다. 따라서, 소프트웨어 교육 또한 아동의 일상경험에서 출발한다면 보다 효과적인 교육이 이루어 질 수 있으리라고 본다. 이에 본 연구에서는 존 듀이의 철학적 관점에서 소프트웨어 교육에 시사하는 바를 대해 논의해 보고자 한다.

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Study on the experiential Hanbok culture and user experience (한복체험 놀이문화의 사용자 경험에 관한 연구)

  • Kim, Minjung;Kim, Boyeun
    • Journal of Digital Convergence
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    • v.17 no.2
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    • pp.339-345
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    • 2019
  • This study explores the Experiential Theory of John Dewey and Donald Norman's definition of user experiences to analyze the new cultural experience of trying on Hanbok among the young generation. In order to find out the demographic characteristics, the survey was conducted online. An in-depth interview was held among six women in their 20's who were randomly selected to obtain diverse consumer's opinions. According to the interview, rather than recognizing the traditional beauty of Hanbok, the interviewers recognized the aesthetic sensibility of modernized Hanbok. In addition, the uniqueness of wearing Hanbok which has become the non-ordinary culture and the desire to share the experience is analyzed through characteristics such as particularity. In order to develop cultural contents that are highly marketable, consistent analyzation and research of the fluctuating desire of customers are essential since users perceive their experience to be special.

A Study on Moral Functionalities of Digital Game as an Art Form (예술작품으로서 디지털 게임의 도덕적 기능에 대한 연구)

  • Ahn, Kay-Youn;Woo, Tack
    • Journal of Korea Game Society
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    • v.11 no.6
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    • pp.159-170
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    • 2011
  • It seems that social distrust toward morality of video games has not been deducted even the influence of video game has increased drastically for last few decades. To rationalize the identity of video game and its social legitimacy, this paper first considered video game genre as a new art form. By doing so, we could derive various aesthetical and moral issues to dispute in modern society. Secondly, by considering former issues, this study could figure out moral vulnerabilities of the genre according to its own form, by categorizing them into virtual reality, interactivity and simulation. To suggest most effective way to overcome its immorality by functionalize social feedbacks which elaborately designed based on John Dewey's pragmatist aesthetics and immoralism.