브루너 교육론의 해체와 재구성 (언어, 문화, 자아에 대한 철학과 심리학의 화합)

브루너 교육론의 해체와 재구성 (언어, 문화, 자아에 대한 철학과 심리학의 화합)

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Vendor: 교육과학사 - David Bakhurst
Type: 교육학이론
SKU: 9788925419565
Categories: ALL BOOKS
Tags: 브루너교육론의해체와재구성언어문화자아에대한철학과심리학의화합 인문_교육학
Description
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.
저자

DavidBakhurst

캐나다온타리오주킹스턴에위치한퀸스대학교(Queen’sUniversity)철학과교수이다.그는『ConsciousnessandRevolutioninSovietPhilosophy』(1991)의저자이며,크리스틴시프노비치(ChristineSypnowich)와함께『TheSocialSelf』(1995)를공동편집하였다.

목차

역자서문/3
집필진소개/7
감사의말/11

서론브루너가개척한길·································································17
DavidBakhurstandStuartG.Shanker

철학과심리학················································································22
심리학자이자철학자로서브루너······················································30
화해인가(반)-혁명인가?·································································38
브루너의사고양식과본질······························································42
결론:브루너는실용주의자의길을걸었다·········································46

제1장불균형의기울어진행동:제롬브루너의문화심리학··················51
CliffordGeertz

인지혁명의재고···········································································51
마음에초점을맞춰라·····································································55
문화심리학구성하기······································································60
다름과차이를찾아나서기·····························································64

제2장브루너의언어습득이론·······················································75
MichaelTomasello

미성숙의성격과사용·····································································77
아동이말하는행위:언어사용학습하기············································80
단어학습에관한후속연구·····························································85
문법능력의습득···········································································88
문법과그습득에대한새로운관점·················································93
결론·····························································································99

제3장Bruner가지은집·······························································109
StuartG.Shanker와TalbotJ.Taylor

비계제거하기··············································································109
말하기위해태어나다····································································113
구조적불협화음···········································································118
언어문화적발달···········································································125
결론:아이가지은집····································································135

제4장말하는방법의학습에관한Bruner와Condillac의연구···········147
TalbotJ.Taylor

언어사용의발생적기원:유전자와문화사이의매개·······················151
깨달음:언어학적계통발생···························································154
역량의발아·················································································159
Burner이론에대한평가:크립톤팩터(KryptonFactor)··················166
언어의기원(재반복)······································································173

제5장유아기에서의감정,화용론그리고사회적이해·······················181
JudyDunnandJaneR.Brown

감정적맥락의중요성····································································184
내면상태에대한담론··································································186
속이려는시도··············································································189
초기내러티브··············································································190
감정의중요성에서나타나는발달적변화·········································192
사회적파트너의중요성·································································194
결론····························································································199

제6장교육:문화에서마음으로이어지는다리··································209
DavidR.Olson

내재주의와외재주의······································································213
개념구성하기···············································································219

제7장수업의문화생태학을향하여··················································235
EdwardS.Reed

Bruner의삼원이론········································································237
학습의생태학···············································································240
무언가가존재하거나작동하는맥락의환경속의자아·······················244
가능하게하는문화를지향하여·······················································247
Bruner의유산··············································································251

Gardner가성찰하는단상:교육자로서제롬브루너···························257
HowardGardner

Reed의Bruner교육론비판···························································263
DavidBakhurst

제8장유아기와역량(능력)의탄생:브루너와비교발달조사연구······275
DuaneRumbaugh,MichaelBeranandChristopherElder

비교관점에서발달의요소들··························································277
언어습득과유인원의도구사용·······················································282
미성숙과발현행동········································································288
결론·····························································································291

제9장삶에서의규범:규칙표상에관한문제····································301
RomHarré

제1차인지혁명:이론,모델,그리고유형위계·································303
두번째인지혁명을향하여:예비적고려·········································308
GOFAI의문제···············································································318
결론······························································

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