전문가의 조건 (기술적 숙련가에서 성찰적 실천가로)

전문가의 조건 (기술적 숙련가에서 성찰적 실천가로)

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Vendor: 박영스토리 - 도날드 쇤
Type: 자기관리/처세
SKU: 9791188040742
Categories: ALL BOOKS 경제/경영 경제/경영_경영
Tags: 자기계발_성공/처세 전문가의조건기술적숙련가에서성찰적실천가로
Description
오늘날 사회를 평생학습사회와 지식기반사회라고 부른다. 과학기술이 발전하고 일터 세계가 변화함에 따라서 개인, 조직, 국가의 생존과 성장에 필요한 지식의 양과 질은 무한히 증가하고 동시에 계속 학습의 필요성이 어느 때보다 중요해지기 때문이다. 이제 학교 교육 과정을 충실히 이수하고 사회에 진출하여 배운 바를 기능적으로 숙련되게 적용하는 직업인이 아니라, 학교 교육 이후에도 자신의 전문 분야에서 요구되는 실천 행위를 성찰하고 개선하는 성찰적 실천가로서 인재가 필요한 시대가 되었다. 출간된 지 무려 30여 년의 시간이 흘렀지만, 이 책에서 논의되는 전문직의 신뢰성 상실 원인, 행위 중 성찰 과정으로서 실천적 기예 이해, 실천적 기예의 핵심 구성 요소, 조직 학습 과정과 제약 조건, 전문가와 고객의 관계, 연구자와 실천가의 관계 등에 관한 논의들은 오늘날 사회가 요청하는 전문성을 이해하고 전문가 교육의 방향과 내용을 설정하는데 많은 영감과 교훈을 제공해줄 것이라 믿어 의심치 않는다.
저자

도날드쇤

역자배을규
서울대학교사범대학에서학사,석사를졸업하고미국오하이오주립대학교에서HRD/성인교육을전공하고박사학위를취득했다.현재인하대학교사범대학교육학과교수로재직중이며한국인력개발학회회장을역임하고있다.대우인력개발원과장으로인적자원개발현장에입문한뒤,산업자원부평가위원,국가평생교육진흥원자문위원,한국직업능력개발원자문위원,교육부정책자문위원으로활동해왔다.지은책으로는?인적자원개발론?,?성인교육의실천적기초?,?HRD실무자를위한교육훈련프로그램평가?,?WorkplaceLearning?HRD학술총서?가있고,옮긴책으로는?실천공동체CoP－지식창출의사회생태학?등이있다.

목차

제1부전문가지식과행위중성찰
제1장전문가지식:신뢰의위기··················································································3
제2장기술적합리성과행위중성찰······································································21
실천의인식론·······················································································································21
기술적합리성의기원·········································································································32
기술적합리성의한계·········································································································38
행위중성찰·························································································································49

제2부전문가의행위중성찰사례
도입··········································································································································75
제3장디자인:상황과성찰적대화···········································································77
디자인전문직·······················································································································77
성찰적디자인작업·············································································································80
관찰기록··································································································································82
관찰기록분석·····················································································································94
행위중성찰의기본프로세스······················································································103
제4장심리치료:하나의세계로서환자·······························································105
심리치료실천활동의역사적배경··············································································105
지도세션·····························································································································108
심리치료의실천지·············································································································117
제5장행위중성찰의구조·························································································129
도입········································································································································129
문제규정실험의평가·····································································································134
실천상황과과거경험의관계······················································································137
현장실험의엄밀성···········································································································141
가상세계·····························································································································157
실천가의탐구자세···········································································································162
기술적합리성과행위중성찰의비교········································································164
제6장과학기반전문직의성찰적실천·································································167
과학기반전문직·················································································································167
엔지니어링디자인의기예·······························································································169
과학적탐구의기예···········································································································174
‘으로인식하기’과정에관한성찰················································································179
과학기반실천활동의맥락··························································································185
제7장도시계획:행위중성찰의한계·······························································200
도시계획실천맥락의변화··························································································200
어느도시계획가의실천중앎의모습········································································205
행위중성찰의한계·········································································································223
결론········································································································································228
제8장경영의기예:조직학습시스템내에서행위중성찰·················230
경영분야의분열···············································································································230
경영의기예·························································································································233
조직학습시스템의한계·································································································246
경영의기예와한계···········································································································255
제9장전문가의행위중성찰패턴과한계·······················································258
항상성과변동성·················································································································258
행위중성찰의한계··········

출판사 서평

역자서문

도날드쇤(DonaldSch?n,1930~1997)은하버드대학에서듀이의탐구이론에관한연구로박사학위를취득하였고이후발명과지식의발전과정,기술발전과조직변화의관계,사회조직의학습현상등과관련된연구를수행하였다.쇤은박사학위취득후컨설팅회사에서활동하기도했지만,1968년부터1997년사망할때까지MIT대학의‘도시연구및교육’학과의교수로서재직하면서전문가의실천,성찰,학습행위에관한왕성한연구와교육,자문활동을수행하였다.쇤은경영컨설턴트이자조직학습이론가인크리스아지리스(ChrisArgyris)와함께『실천의이론』(TheoryinPractice:IncreasingProfessionalEffectiveness,1974),『조직학습:행위이론의관점』(OrganizationalLearning:ATheoryofActionPerspective,1978)을출간하면서학계와현장의주목을끌게되었다.우리나라에서이책들은주로경영및조직연구자와관리자들에게많은관심을받았지만,이번역서의원전인『전문가의조건:기술적숙련가에서성찰적실천가로』(ReflectivePractitioner:HowProfessionalsThinkinAction,1983)는경영및조직분야뿐만아니라교육분야에서도관심의대상이되었다.이책에서쇤은객관적지식과보편적지식을강조하는기술적합리성에근거하는전통적지식관을거부하고,지식이실천행위를수행하는동안일어나는성찰과정에서형성되기에성찰지내지는실천지로인식해야한다는새로운지식관,즉실천의인식론(anepistemologyofpractice)을지지한다.즉한분야의전문가는자신의실천상황중에성찰을하고,그과정에서습득하는실천지를즉각적으로실행할수있는능력,즉실천적기예(artistry)를전문성으로보유한다는것이다.다양한분야의전문가실천사례를통하여실천적기예로서전문성의실체를기술하고전문성의구조와내용을규명하고있는이책은조직경영자와관리자는물론전문성교육과연구에관심을두는HRD/성인교육분야학자들과학생들이반드시읽어보아야할문헌이아닐까생각한다.

이책과역자와의인연은약20년전으로거슬러올라간다.역자는미국유학시절자주찾던도서관구석서가에꽂혀있던이책을우연히발견하고수일동안숙독했던경험을잊을수가없다.수업준비와과제수행으로눈코뜰새없이바쁘던와중에도누구도추천해주지않았고나의학업계획과도관련이없어보였던이책을며칠만에완독해냈던기억은지금도생생하다.HRD/성인교육전공자로서기업과공공조직의직무수행자에게요구되는역량이무엇인지,그리고그들의역량을개발하고개선하는데효과적인방법은무엇인지에대해서관심을갖고있던나에게이책이담고있는내용은매우신선하게다가왔다.당시산업계와교육계에선각직업분야의실천가역량을전통적인직무분석기법에의거하여도출된지식·기술·태도의분류체계로규정하고그에근거하여전문가교육과정을구성하고활용하였다.그런사정은지금도그리달라지지않은듯이보인다.그러나과학기술과일터세계의변화가더욱가속화되고복잡화되는상황에서각직업분야의실천가역량은지식·기술·태도의분절된체계가아니라실제현장에서발휘되고달성되는실천행위,즉수행성(performativity)차원에서이해되고규정되어야할것이다.왜냐하면전문가의실천행위는실제일터현장에서발생하는예측불가능하고복잡다단한상황속에서지속적으로성찰하고행위를변경하면서유연하게대응하는모습으로전개되어야하기때문이다.따라서불확실하고불안정한실천현장에서발휘되어야할전문성을지식·기술·태도요소별로미리분류하여체계화하는방식이적절하지도않을뿐더러,그런식으로분절화된능력요소를전문성으로간주하고교육하는것이타당하지않을것이다.전문가양성을위하여대학과기업에서막대한비용과시간을투자하고있음에도불구하고산업현장에서는기존의전문가교육에대해서불만과비난을쏟아내고있는실정이다.이러한시점에서전문성을객관적이고보편적인지식체계가아니라주관적이고상황적인앎의과정으로이해하고분석하는이책내용은전문성연구자와전문가교육자들에게의미있는교훈을제공하리라믿는다.

이책의내용을정리해보면,1부에서저자는과거전문가들이인정받고우대받던시절을지나갔다고지적하면서전문가의신뢰가추락하고있는현상과원인에대해서다룬다.전문직분야의실천상황이점점더복잡성,불안정성,불확실성을더해가는현실속에서전통적인지식관,즉기술적합리성관점으로대응하는자세의문제점에대해서논의한다.지식의객관성과보편타당성을강조하는소위기술적합리성모델에의거하여훈련된실천가들은고유하고독특한상황에서발생하는문제를해결할수없고,이때문에그들의평판과역량에대한신뢰는점점더저하될수밖에없다는것이다.이제전통적지식관을탈피하여새로운지식관으로서실천의인식론(anepistemologyofpractice)이요청되는데이는실천가의전문성을실천가의실천행위중에일어나는성찰의과정속에서이해해야할필요성을제기한다.
2부는5가지의전문직분야의사례들을통하여실천가의행위중성찰의과정,구조,한계,그리고조직내학습의과정과조직학습의시스템문제등을분석하고기술하고있다.각사례에서전문가는자신이당면하는상황의불확실성,불안정성,독특성때문에상황과의성찰적대화가필요하고그과정에서전문가는행위중성찰능력이란실천적기예(artistry)를발휘하고있음을보여준다.나아가서이런실천적기예를행위중성찰과정에서나타나는즉흥적인실험행위,유사경험의활용,실천행위의적합성과엄밀성딜레마라는측면에서논의하고있다.또한전문가의역할규정과실천행위의한계,전문가지식레퍼토리로서범례(exemplar)의의미와적용,사회적맥락이전문가실천행위에미치는영향,조직의학습시스템과그한계점등에대해서도살펴보고있다.특히전문가는자신의역할을규정하는방식에따라서자신이선택하고활용하는지식이달라지며그과정에서새로운전문성이발휘되고형성된다는주장이나,전문가가가치갈등상황속에서자신의역할규정방식으로초래되는실천행위의부정적결과의원인을분석하는대목은매우흥미롭다.즉전문가는자신이지니고있는기존의실천지,즉실행행위이론(ModelItheory-in-use)차원에서자신의역할을규정하고실천지식을선택하고활용하며,그로인해서실천행위가제약되는결과를초래한다는것이다.따라서전문가는자신의역할을재규정하고실천행위의한계를극복하기위해서는기대행위이론(ModelIIespousedtheory)을탐색하고정립하려는행위중성찰능력이요청된다는것이다.
3부는결론부분으로서행위중성찰의인식론이갖는시사점,즉전문가의사회적역할과위상,전문가와고객관계에서자율과권한,전문성연구의아젠다,사회진보와복지를위한전문가활동에대해서논의하고있다.오늘날우리는소위‘전문가없는전문성사회’의시대에살고있다.사회제반분야로부터분출되는전문성의요구를충족시킬만한전문가들이부족한상황이다.예컨대최근사회경제변화의화두가되고있는4차산업혁명은창의·혁신·융합의전문가를요구하고있다.과연우리사회는그와같은전문가인재를길러낼준비가되어있는가라고자문해보아야할것이다.세계적인IT기업인인텔사가지적한것처럼대학의공학교육과정은최소18개월마다개정되어야한다는데,대학은여전히전통적인학문과지식체계에근거한교육과정으로학생들을교육하고있는실정이다.이러한교육시스템하에서변화된사회에필요한전문가로서역량을진정발휘할수있을것인지의문이생길수밖에없다.또한전문직분야의고객들은‘전문가’라하면무조건신뢰하는게우리의현실이다.이책이보여주는것처럼전통적학문지식체계에근거한교육과정에따라습득한기술적지식과경험적숙련으로는유동적이고불확실하고독특한실천문제를효과적으로해결하지못하고고객의요구를충족시키지못할것이다.다시말하면실천맥락과무관하고분절된능력요소로훈련된기술적숙련으로서전문성을이해할때,전문가교육의미래를암울할수밖에없을것이다.

오늘날사회를평생학습사회와지식기반사회라고부른다.과학기술이발전하고일터세계가변화함에따라서개인,조직,국가의생존과성장에필요한지식의양과질은무한히증가하고동시에계속학습의필요성이어느때보다중요해지기때문이다.이제학교교육과정을충실히이수하고사회에진출하여배운바를기능적으로숙련되게적용하는직업인이아니라,학교교육이후에도자신의전문분야에서요구되는실천행위를성찰하고개선하는성찰적실천가로서인재가필요한시대가되었다.출간된지무려30여년의시간이흘렀지만,이책에서논의되는전문직의신뢰성상실원인,행위중성찰과정으로서실천적기예이해,실천적기예의핵심구성요소,조직학습과정과제약조건,전문가와고객의관계,연구자와실천가의관계등에관한논의들은오늘날사회가요청하는전문성을이해하고전문가교육의방향과내용을설정하는데많은영감과교훈을제공해줄것이라믿어의심치않는다.

새로운저서를저술하는것보다번역작업이훨씬어렵다는사실을새삼느끼면서혹여역자의무능과무지로인해서저자에게누를끼치지나않을지걱정이앞선다.이책을번역하기로결심하고서최종완료하기까지애초에예정했던시간을훌쩍넘겨버렸다.그동안전문성과전문가교육에관심을두고있는학계동료들이나제자들이이역서의시급한출간을기다려온사정을살피지못하여송구할뿐이다.이책을번역하는과정에서여러분들이도움을주었다.학업과직장일로바쁘면서도흔쾌히시간을내어번역초고를숙독하고윤문해준제자,장민영선생과박상오선생에게감사드린다.어려운출판사정에불구하고흔쾌히역서출간을허락해주신박영사안종만대표님,꼼꼼하고세심하게편집작업을해주신안희준님께감사의말씀을드린다.그리고번역을시작하고완료할때까지한번도재촉하지않고묵묵히기다려주신박영사이선경님께도감사드린다.이역서가부디전문성을연구하고교육하는성찰적연구자와성찰적교육자에게큰도움이되길간절히바란다.

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