브루너 교육론의 해체와 재구성 > 교육사,교육철학/교육사상/도덕교육

이 책은 David Bakhurst and Stuart G. Shanker(2001)가 ｢Jerome Bruner: Language, Culture, Self｣라는 제목으로 편집한 책을 우리말로 옮긴 것이다. 브루너 자신이 직접 집필한 것이 아니라 여러 연구자들이 브루너의 연구를 각자의 입장에서 논평한 글이다. 물론 브루너 역시도 자신의 입장을 마지막 파트에서 간략하게 대응하고 있는 형식을 갖추고 있어서 본 저서는 보기 드문 귀중한 학술서라고 생각한다. 주지하다시피, 브루너는 이 책이 출간된 이후 2016년에 작고하기까지 많은 연구를 세상에 선보였기 때문에 현재 시점으로 보면 이 책에서 논의되는 내용들이 브루너의 생각을 온전히 잘 비평하고 있는가 하는 점에는 의문이 남는다. 그럼에도 불구하고 학술적으로 매우 중요한 이슈들을 다루고 있다는 점에서는 변함이 없다고 보아야 할 것이다.

목차

역자 서문 / 3

집필진 소개 / 7

감사의 말 / 11

서론 브루너가 개척한 길 ····························································17

David Bakhurst and Stuart G. Shanker

철학과 심리학 ····································································22

심리학자이자 철학자로서 브루너 ······················································30

화해인가 (반)-혁명인가? ····························································38

브루너의 사고 양식과 본질 ··························································42

결론: 브루너는 실용주의자의 길을 걸었다 ···············································46

제1장 불균형의 기울어진 행동: 제롬 브루너의 문화심리학 ···································51

Clifford Geertz

인지 혁명의 재고 ·································································51

마음에 초점을 맞춰라 ······························································55

문화심리학 구성하기 ······························································60

다름과 차이를 찾아 나서기 ··························································64

제2장 브루너의 언어 습득 이론 ·······················································75

Michael Tomasello

미성숙의 성격과 사용 ······························································77

아동이 말하는 행위: 언어사용 학습하기 ·················································80

단어학습에 관한 후속 연구 ··························································85

문법 능력의 습득 ·································································88

문법과 그 습득에 대한 새로운 관점 ····················································93

결론 ···········································································99

제3장 Bruner가 지은 집 ···························································109

Stuart G. Shanker와 Talbot J. Taylor

비계 제거하기 ···································································109

말하기 위해 태어나다 ·····························································113

구조적 불협화음 ·································································118

언어문화적 발달 ·································································125

결론: 아이가 지은 집 ······························································135

제4장 말하는 방법의 학습에 관한 Bruner와 Condillac의 연구 ·······························147

Talbot J. Taylor

언어 사용의 발생적 기원: 유전자와 문화 사이의 매개 ······································151

깨달음: 언어학적 계통 발생 ·························································154

역량의 발아 ·····································································159

Burner 이론에 대한 평가: 크립톤 팩터(Krypton Factor) ···································166

언어의 기원(재반복) ·······························································173

제5장 유아기에서의 감정, 화용론 그리고 사회적 이해 ······································181

Judy Dunn and Jane R. Brown

감정적 맥락의 중요성 ······························································184

내면 상태에 대한 담론 ·····························································186

속이려는 시도 ···································································189

초기 내러티브 ···································································190

감정의 중요성에서 나타나는 발달적 변화 ···············································192

사회적 파트너의 중요성 ····························································194

결론 ··········································································199

제6장 교육: 문화에서 마음으로 이어지는 다리 ···········································209

David R. Olson

내재주의와 외재주의 ······························································213

개념 구성하기 ···································································219

제7장 수업의 문화생태학을 향하여 ···················································235

Edward S. Reed

Bruner의 삼원이론 ·······························································237

학습의 생태학 ···································································240

무언가가 존재하거나 작동하는 맥락의 환경 속의 자아 ·····································244

가능하게 하는 문화를 지향하여 ······················································247

Bruner의 유산 ··································································251

Gardner가 성찰하는 단상: 교육자로서 제롬 브루너 ·······································257

Howard Gardner

Reed의 Bruner 교육론 비판 ························································263

David Bakhurst

제8장 유아기와 역량(능력)의 탄생: 브루너와 비교 발달 조사 연구 ·····························275

Duane Rumbaugh, Michael Beran and Christopher Elder

비교 관점에서 발달의 요소들 ························································277

언어습득과 유인원의 도구 사용 ······················································282

미성숙과 발현 행동 ·······························································288

결론 ··········································································291

제9장 삶에서의 규범: 규칙 표상에 관한 문제 ············································301

Rom Harré

제1차 인지 혁명: 이론, 모델, 그리고 유형 위계 ···········································303

두 번째 인지 혁명을 향하여: 예비적 고려 ···············································308

GOFAI의 문제 ···································································318

결론 ··········································································328

제10장 심리학의 제3의 혁명을 향하여: 내적 정신 표상에서 대화로 구조화되는 사회적 실제로 ········337

John Shotter

움직이는 의미: 경계 넘나들기 ·······················································340

대화적 만남에서의 의미 이동 ························································345

대화체를 묘사하기(설명하기?) – 여기에서 어려운 것은 멈추는 것 ·····························352

결론 ··········································································361

제11장 기억, 아이덴티티, 그리고 문화심리학의 미래 ······································371

David Bakhurst

사회적 차원과 개인적 차원: 어느 것이 우선하는가에 관한 논쟁 ·······························374

비현실주의로 향하는 길 위에 서있는 문화심리학 ·········································377

McDowell: 이유의 공간 찾아 나서기 ··················································381

문화에 대한 가능성(Enabling) 시각 대 구성적 시각 ·······································385

결론 ··········································································390

제12장 브루너의 응답 ·····························································403

Jerome Bruner

문화-마음의 연결: 다섯 가지 관점 ·····················································405

무엇이 문화인가? ·································································417

언어, 마음 그리고 문화 ·····························································421

구성과 현실 ·····································································426

결론 ···········································································430

찾아보기 ········································································436

저자소개

저자 소개

데이비드 바크허스트(David Bakhurst)

캐나다 온타리오주 킹스턴에 위치한 퀸스 대학교(Queen’s University) 철학과 교수이다. 그는 『Consciousness and Revolution in Soviet Philosophy』(1991)의 저자이며, 크리스틴 시프노비치 (Christine Sypnowich)와 함께 『The Social Self』(1995)를 공동 편집하였다.

스튜어트 G. 섕커(Stuart G. Shanker)

토론토 요크대학교 앳킨슨 칼리지에서 심리학 및 철학을 가르쳐 왔다. 최근 저서로는 『Wittgenstein’s Remarks on the Foundations of AI』(1998)와 S. Savage-Rumbaugh and Talbot J. Taylor와 공동 집필한 『Language and the Human Mind』(1998)가 있다. 존 쇼터는 뉴햄프셔 대학교 대인관계학과 교수이자 커뮤니케이션학과 학과장을 맡아 왔다. 그는 참여 민주주의와 시민 사회 발전 과정에서 사람들이 목소리를 낼 수 있게 하는 사회적 조건에 오랜 관심을 가져 왔다. 저서로는 『Social Accountability and Selfhood』(1984), 『Cultural Politics of Everyday Life』(1993), 『Conversational Realities』(1993) 등이 있다.

역자 약력

강현석

경북대 교육학 박사

University of Wisconsin-Madison 포닥 펠로우

(전) 한국교육과정학회 회장, 한국내러티브교육학회 회장

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