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2005-04-25 (Vol 2, No 4)

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º» ¿¬±¸ÀÇ ¸ñÀûÀº PolanyiÀÇ Àνķп¡ ±Ù°ÅÇÏ¿© °úÇб³¼öÀÇ ³»·¯Æ¼ºêÀû ¼º°ÝÀ» ±Ô¸íÇÔÀ¸·Î½á, Çö´ë °úÇб³À°¿¡¼­ Ãà¼ÒµÈ ±³»çÀÇ ¿ªÇÒ°ú ±³¼ö ³»·¯Æ¼ºê¸¦ º¹¿øÇÏ°íÀÚ ÇÏ´Â °ÍÀÌ´Ù. ÀÌ¿¡ µû¸¥ ¿¬±¸¹®Á¦´Â ù°, Polanyi ÀνķÐÀÇ °úÇб³¼öÀû ÇÔÀǸ¦ ¹àÈ÷°í, µÑ°, °úÇб³¼ö¿Í ³»·¯Æ¼ºêÀÇ °ü°è¸¦ ±Ô¸íÇϸç, ¼Â°, °úÇб³¼öÀÇ ³»·¯Æ¼ºêÀû Á¢±ÙÀÇ ÀÇÀǸ¦ ¹àÈ÷´Â ¼¼ °¡Áö·Î ¼³Á¤ÇÏ¿´´Ù. ¿¬±¸¹æ¹ýÀ¸·Î´Â ÀÌ·ÐÀû ÀÌÇظ¦ À§ÇØ ¹®Çå ºÐ¼®À» ÁÖ·Î ÇÏ¿´À¸³ª, »ç½ÇÀû ÀÌÇظ¦ À§Çؼ­ ³»·¯Æ¼ºê »ç·Ê¿Í ¿¹È­µµ ÀϺΠȰ¿ëÇÏ¿´´Ù.

Polanyi´Â °úÇÐÀڷμ­ÀÇ ÀÚ½ÅÀÇ ¿¬±¸ üÇè¿¡ ±Ù°ÅÇÏ¿© °úÇÐÁö½Ä¿¡¼­ °³ÀÎÀû °ü¿©ÀÇ ÀÇ¹Ì¿Í ³í¸®Àû ±â´ÉÀ» ¹àÈûÀ¸·Î½á, ¡®°³ÀÎÀû Áö½Ä¡¯À» Ç¥Á¦·Î ÇÏ´Â ÀνķÐÀÇ »õ ÀåÀ» ¿­¾ú´Ù. ±×´Â ¾ð¾î·Î »ó¼úÇÒ ¼ö ¾ø´Â ¾Ï¹¬Àû Â÷¿øÀÇ Áö½ÄÀ» ÀÎÁ¤ÇÏ°í, À̸¦ ÃÊÁ¡½Ä(õ¥ïÇãÛ)°ú º¸Á¶½Ä(ÜÍð¾ãÛ)ÀÇ ±â´É °ü°è·Î ¼³¸íÇÑ´Ù. ¾Æ¿ï·¯ ½ÇÀ縦 Á÷°üÇÑ °úÇÐÀÚÀÇ ¿­Á¤°ú ½Å³äÀÌ ¹ß°ßÀÇ ³í¸®Àû °£±ØÀ» ÇؼÒÇϸç, ¹ß°ßµÈ Áö½ÄÀº °úÇÐ °øµ¿Ã¼¿ÍÀÇ ±³¼·À¸·Î Á¤´çÈ­µÈ´Ù. ÀÌ´Â Àΰ£°ú ºÐ¸®µÈ °´°ü¼ºÀ» Ãß±¸ÇÏ´ø ±Ù´ë °´°üÁÖÀÇ ÀνķÐÀÇ Ç㱸¸¦ µå·¯³»¸ç, µ¿½Ã¿¡ Áö½ÄÀ» ÁÖ°üÀû ±¸¼º¹°·Î º¸´Â »ó´ëÁÖÀǵµ ÃÊ¿ùÇÑ´Ù. ÀνķÐÀû °üÁ¡Àº ±³¼öÀÇ ¼º°ÝÀ» °áÁ¤ÇϹǷÎ, Polanyi ÀνķÐÀÇ °úÇб³¼öÀû ÇÔÀǸ¦ °íÂûÇÏ¿´´Ù; ù° ´Â ±³¼ö³»¿ë¿¡¼­ Áß¿äÇÑ °ÍÀº ¾Ï¹¬Àû Áö½ÄÀ̸ç, µÑ°, ÇнÀÀ» ³»¸éÈ­·Î ±ÔÁ¤ÇÒ ¶§, ±³¼ö¹æ¹ýÀº ¸»ÇÒ ¼ö ¾ø´Â Áö½ÄÀ» ¸»·Î Àü´ÞÇÏ´Â ¿ª¼³ÀÇ Àǹ̸¦ °¡Áö¸ç, ¼Â°, ±³»çÀÇ ±³¼ö ¿­Á¤ÀÌ ±× ¿ª¼³À» ÇؼÒÇϸç, À̶§ Çлý°ú À̾߱⸦ °øÀ¯ÇÏ´Â ±³À°°øµ¿Ã¼¸¦ ÀÌ·ç´Â °ÍÀÌ ¹Ù¶÷Á÷ÇÑ ±³¼öÁ¶°ÇÀÌ´Ù.

ÇÑÆí, ³»·¯Æ¼ºê´Â °æÇèÀ̳ª Áö½ÄÀ» ´ç»çÀÚÀÇ À̾߱â·Î ÀçÁ¶Á÷ÇÏ¿© Àü´ÞÇÏ´Â ÀνÄÀÇ ÇÑ Çü½ÄÀ¸·Î, °´°üÀû Çü½ÄÀ» Ãß±¸ÇÏ´Â ³íÁõ°ú´Â ´ëºñµÈ´Ù. ºÎºÐ°ú ÀüüÀÇ »óÈ£ÀÛ¿ëÀ¸·Î Á¤º¸¿¡ Àǹ̸¦ ºÎ¿©ÇÏ´Â ³»·¯Æ¼ºêÀÇ ±¸Á¶´Â Á¤º¸Àü´Þ°ú ÇÔ²² ÆÇ´ÜÀü¼ö¶ó´Â À̸éÀû ±³¼ö±â´ÉÀ» °¡Áø´Ù. ±×·±µ¥ °úÇÐÁö½ÄÀ» ¸í½ÃÀûÀÎ °ÍÀ¸·Î ±¹ÇÑÇÑ Á¾·¡ÀÇ ÀνķÐÀº ³»·¯Æ¼ºê ¾ø´Â °úÇб³¼ö¸¦ °­È­ÇÏ¿´´Ù. ±×·¯³ª Polanyi Àνķп¡¼­ ÇÔÀÇµÈ ±³¼ö¹æ¹ýÀº ³»·¯Æ¼ºêÀÇ µµÀÔÀ» Á¤´çÈ­ÇÑ´Ù. °úÇÐÁö½Ä°ú °úÇÐÀû ¼¼°è°üÀº ±³¼ö³»¿ëÀÇ µÎ Â÷¿øÀ¸·Î, ƯÈ÷ °¡¼³ »ý¼º, ÀÇ¹Ì Çؼ® µîÀÇ °úÇÐ È°µ¿Àº ³»·¯Æ¼ºê »ç°íÀÇ ¿µ¿ªÀ̸ç, °úÇÐÀû ¼¼°è°ü°ú ³»·¯Æ¼ºê´Â ¼­·Î¸¦ ¸¸µå´Â ±ä¹ÐÇÑ °ü°èÀÌ´Ù. ±³¼ö¹æ¹ýÀ¸·Î¼­ÀÇ °úÇб³°ú¼­¿Í °úÇб³»ç´Â ³»·¯Æ¼ºêÀû ±³¼ö±â´ÉÀ» °¡Áö¸ç, ƯÈ÷ °úÇб³»ç´Â ±³¼ö³»¿ëÁö½ÄÀ» Åä´ë·Î Çлýµé°ú ¿­Á¤ÀÇ ³»·¯Æ¼ºê¸¦ °øÀ¯ÇÏ´Â °øµ¿Ã¼Àû °ü°è¸¦ Çü¼ºÇÑ´Ù.

³¡À¸·Î, ±³¼ö ³»·¯Æ¼ºê´Â ±³°ú¿¡ ´ëÇÑ ±³»çÀÇ ½Å³ä°ú ¿­Á¤¿¡ ±âÃÊÇÏ¿©, ù°, °úÇÐÁö½ÄÀ» ÅëÇØ °úÇÐÀû ¼¼°è°üÀ» Àü´ÞÇÏ°í, µÑ°, µµÀüÀû Áú¹®À» Á¦±âÇϸç, ¼Â°, ÇлýÀÇ ´«³ôÀ̸¦ ¸ÂÃãÀ¸·Î½á ÇлýÀÇ À̾߱⸦ ²ø¾î³»´Â °ÍÀÌ ÀÌ»óÀû Á¶°ÇÀÌ´Ù. ±×·±µ¥ ±Ù´ë °´°üÁÖÀÇ´Â ¾ð¾î À§ÁÖÀÇ ±â°èÀû ±³¼ö¸¦ °­È­Çϸç, Çö´ë ±¸¼ºÁÖÀÇ´Â ±³°ú¼­¿Í ±³»çÀÇ ¸ðµç ¾ð¾îÀû Àü´ÞÀ» À߸øµÈ ±³¼ö·Î ±ÔÁ¤ÇÏ°í ÀÖ´Ù. ±×·¯³ª PolanyiÀÇ ÀνķÐÀº °úÇÐÁö½ÄÀ» ³»·¯Æ¼ºê ÇÏ´Â Á¸Àç·Î¼­ °úÇб³»çÀÇ ¿ªÇÒÀ» Á¤´çÈ­ÇÑ´Ù. ÀÌ¿Í °°Àº ÀÌ»óÀû °úÇб³»ç·Î¼­ FeynmanÀÇ °úÇб³¼ö ¿¹È­¸¦ ÅëÇØ ³»·¯Æ¼ºêÀÇ ±³¼öÀû Á߿伺À» ³íÀÇÇÏ°í, À̾ ³»·¯Æ¼ºê ±³Àç ¹× ±³»ç±³À°°ú °ü·ÃÇÑ Èļӿ¬±¸°¡ ÇÊ¿äÇÔÀ» Á¦¾ðÇÑ´Ù.


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Narrative Natures of Science Teaching Based on Polanyi's Epistemology

The purpose of this study is to explicate the narrative nature of science teaching in the light of epistemology of Michael Polanyi. Three questions are suggested; 1) What are the implications of Polanyi's epistemology in science teaching, 2) What are the relationsof science teaching and narrative, 3) What is the significance of narrative approach for science teaching? This research is firstly dependent on book reviews for the theoretical understanding, and secondly uses narrative inquiry.

The proposition of Polanyi's epistemology is focused on that "they know more than they can tell". The traditional epistemologists approve only certain knowledge which can be expressed by words so that they are not able to explain the process of internalization of knowledge and cause the mechanical learning problem. However Polanyi argued that knowledge is personal and tacit reality is the source of scientific knowledge, noticing the personal commitment of exploring. Any knowing process is explained as the operation of focal awareness and subsidiary awareness. Therefore scientific knowledge is considered to have a twofold structure and the tacit dimension is essential. The internalization of knowledge means becoming the part of man, in that it is the process of understanding from focal awareness to subsidiary awareness. So science teachers help the students' internalization by narrating knowledge based on intellectual passions that establish communal relations.

Even though scientific knowledge requiresmore arguments produced by logic and paradigmatic thinking, narrative thinking is necessary as well, in that it creates the hypothesis and provides meaning to observation. The process of teaching which delivers scientific knowledge to student cannot help using narrative and narrative thinking much more. The typical methods of teaching are teacher and text. The narrative feature of formal text is so weak, but some informal texts show the power of narrative. Furthermore, when science teachers transform knowing into telling, they use narrative as their natural choice. Teachers' narratives instruct the informative knowledge superficially, but also impart the judgments substantially. The latter is the scientific worldview. Imparting judgment is the intrinsic aim of education. It cannot be told in words, but can be delivered by teachers' good narratives. That is a paradox of narrative as a teaching method. In addition, showing the narrative nature of science teaching in practice, some pedagogical content knowledge are collected and examined.

Considering the significance of the narrative approach for science teaching, firstly, the terms of narrative for science teaching are suggested; 1) imparting the tacit aspects of scientific knowledge like scientific world view, 2) providing evocative questions to promote students the intellectual desires, 3) fitting student's level to share student's narrative. Secondly, the roles of science teacher are discussed; 1) a mechanical instructor in the perspective of objectivism, 2) a catalyst in constructivism, 3) the personal narrator with passion in Polanyi's epistemology. So all pedagogical methods would be alive when they are used as the parts of the teaching narrative. The teaching narratives of Feynman as the ideal science teacher are investigated by narrative inquiry. And my own life story is suggested too with a purpose of the inquiry from within. After all, this study can't overemphasize the value of the narrative of science teacher, but it has been inattentive in contemporary science education. The education for science teachers and development of narrative text are recommended for the future study in the perspective of narrative. *
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Waikato Uni, NZ

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