행위자네트워크이론에 기반한 지식생태학의 개념적 확장

초록

In the field of educational technology, a positivist perspective that seeks to understand learning and knowledge as an objective entity has been mainstream. Knowledge ecology is meaningful in that it criticizes the limitations of this perspective and tries to ecologically design the process of creation, sharing, and utilization of knowledge based on the principle of circulation of an ecosystem. However, the existing knowledge ecology focused on presenting the ideal at the macro level, and it was insufficient on what kind of practical effort should be made to realize it. In order to overcome this limitation of knowledge ecology, this study tried to expand the concept of knowledge ecology based on the actor network theory. First, the achievements and limitations of existing knowledge ecology were diagnosed. Second, the core concepts of ANT were derived as actor, irreduction, translation, network, and black box. Third, based on the core concept of ANT, the practice strategy in knowledge ecology was reinterpreted as a learning as a translation, a learner as an actor who exerts action ability, knowledge as one of the actor, and tacit knowledge as a black box as a stable knowledge network. In particular, the concept of the middle voice was used to explain the essential properties of an action. Through these discussions, the working principle inside the knowledge ecosystem, which could not be revealed in the existing knowledge ecology, was theorized. In addition, the discussion of learning was expanded by applying object-oriented ontology to the field of educational technology, which is familiar with subject-oriented approach. Lastly, the focus was on the learner's situation and context, which was lacking in the learner-centered discourse.

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