• 한국디자인학회:학술대회논문집
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• 한국디자인학회 2003년도 가을학술발표대회
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• pp.8-9
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• 2003

• 교육시설 논문지
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• 제23권4호
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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.

• 한국실내디자인학회논문집
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• 제18권5호
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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.

• 한국게임학회 논문지
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• 제17권2호
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• pp.7-16
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• 2017

이 논문에서는 게이미피케이션을 구성하는 요소가 대표적인 교육철학자인 존 듀이의 주요 교육학적 개념과 유사함을 밝힘으로써 게임의 속성이 일면 교육의 속성과 닮아있음을 제시하려고 한다. 게이미피케이션 개념을 이루는 몇 가지 요소를 다음 5가지 속성으로 연결지어 분석해 보았다. 지속성[연속성](continuty), 상호작용[인터렉션](interaction), 흥미[관심](interest), 성장(growth), 교육적 경험(educational experience)이 그것이다. 주요 개념의 이론적 분석을 토대로 게이미피케이션과 교육의 연관성을 찾아보고 게임이 아닌 게이미피케이션의 의미를 이해해 본다.

• 교육철학
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• 제39호
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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.

• 조형예술학연구
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• 제2권
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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.

• 한국컴퓨터정보학회:학술대회논문집
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• 한국컴퓨터정보학회 2017년도 제55차 동계학술대회논문집 25권1호
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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.

• 한국디자인학회:학술대회논문집
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• 한국디자인학회 2005년도 춘계 학술발표대회 논문집
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• pp.328-329
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• 2005

• 디지털융복합연구
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• 제17권2호
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• pp.339-345
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• 2019

본 연구는 젊은 세대들이 한복에 관심을 가지고 직접 경험을 하는 한복체험이라는 새로운 문화의 사용자 경험에 대한 연구로 존 듀이(John Dewey)의 경험이론과 도널드 노먼(Donald Norman)이 정의한 사용자경험을 통해 경험의 정의를 살피고 사용자의 경험을 분석하는데 목적을 둔다. 우선적으로 인구 통계학적 특성을 알아보기 위해 일반인을 대상으로 온라인 설문조사를 진행하였고 설문 결과에 따라 주요 체험자인 20대 여성 6명을 임의로 선정하여 다양한 사용자 의견을 얻기 위해 대면 인터뷰를 진행하였다. 인터뷰 결과의 공통된 의견을 분류하였을 때 체험자들은 한복의 전통성을 인지하기 보다는 현대화된 한복의 심미성을 먼저 인지하였고 한복체험이라는 경험을 함께 공유하고자 하는 욕구로 사회성, 비일상적인 문화가 되어 버린 한복을 특별하다 인지하는 특이성과 같은 특징이 분석되었다. 또한 사용자들은 자신이 직접 겪은 경험을 특별하다 인지하기 때문에 시장성 있는 문화콘텐츠 개발을 위해서는 지속적으로 사용자들의 욕구를 분석하고 연구해야 할 것이다.

• 한국게임학회 논문지
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• 제11권6호
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• pp.159-170
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• 2011

현대사회에서 게임의 영향력은 점차 확대되고 있지만 게임의 도덕적 정체성에 대한 사회적 불신은 줄어들지 않고 있다. 본 연구에서는 게임을 새로운 예술장르로 인식하고 예술과 도덕 간의 관계에 대한 미학적 입장들을 정리함을 통해 사회에서 수용가능한 게임의 도덕적 정체성에 대해 고찰하였다. 이를 바탕으로 새로운 예술형식으로써 게임이 독자적으로 갖고 있는 매체적인 특성에 내재된 도덕적 이슈들을 가상현실성, 상호작용성, 그리고 시뮬레이션의 측면에서 지적하고, 이러한 문제점을 해결하기 위한 가장 효율적인 방안으로 존 듀이의 예술교육론을 반도덕주의적 관점에서 적용한 도덕적 피드백 시스템을 제안하였다.