수업체제설계에서의 수업의 성격에 관한 인식론적 재고찰

초록

The aim of this research is for epistemological reviews on the nature of instruction of instructional systems design. The existing epidemiological discussion of instructional systems design theory focuses on the difference between positivism and constructivism, but from the viewpoint of the origin and the acquisition of knowledge, the similarity is discovered that both positivism and constructivism finds its origin from the self. This insists tendency to neglect the instruction in itself, and to take it as the instrumental means. From the motivation of the extrinsic ends of the instruction in distorted way, this research suggests to understand the nature of instruction in the light of the twofold structure of the mind in Neo-Confucianism, which finds the origin of knowledge in society, and implies the idea of educational epistemology. This idea refers to the reality of instruction, understood in the tree-folds of the subject matter, the mean, and the manner based on logical presupposition and implication relations, not in the common idea of combination of individual theories of instruction, systems, and design.

키워드