질적 교육연구에 있어서 방법주의와 개념주의 비판: 가다머의 입장에서

• 영문명: A Critique of the Methodicism and the Concepticism in the Qualitative Educational Research Based on Gadmer`s Point of View
• 발행기관: 한국교육인류학회
• 저자명: 김영철
• 간행물 정보: 『교육인류학연구』제6권 제1호, 75~96쪽, 전체 22쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2003.01.31

국문 초록

이 연구는 가다머의 입장에서 연구의 방법이 참된 지식을 보증한다는 인식과 태도로서의 ‘방법주의’와 개념을 사례보다 우위에 두는 ‘개념주의’를 비판적으로 검토한다. 질적 교육연구에서 방법 또는 절차를 지나치게 강조하게 되면 질적 연구가 실증주의의 아류로 전락하게 된다 그리고 질적 교육연구의 목적 는 교육의 개념을 형성하는 것이긴 하지만, 그 개념은 기존의 개념을 경험에 규정적으로 사용할 때의 개념이 아니라 하나의 선입견으로서의 개념이 사례를 중심에 두고 해석학적 순환을 거치는 가운데 형성된 것이다. 결론에는 질 적 연구의 일반적 특정과 이 특징에 상응하는 교육의 개념적 특정을 열거하고 있다. The present study critically examines the methodicism and the concepticism in the qualitative educational research from Gadarner`s viewpoint. What I mean by the former is the recognition and attitude that σuth is secured by a research method. As Dilthey did. the overdependence on the scientificity of a method falls into a positivistic bias. In his work , Gadamer contends that the Bildung is a alternative measure against the methodicism and that it fosters the tact by which we understand a special sensitivity and sensitiveness to situations and how to behave in them, for which knowledge from general principles does not suffice. When we accept the necessity of the tact, we may insist that the Qualitative research should have enough sense about a situation and the wisdom of application beyond the methodicism. I thiink that the qualitative research in education has the aim to form a concept of education. By the concepticism which I have critically examined what I mean is the recogrution and attitude that a researcher uses already existing concept as a determinant way, so to speak, the individual case as under a universal concept. This is no less than a dogmatism. Though I disagree to the concepticism. I do not agree t。 the reverse of it, as it were, a universal concept [rom a individual case. I trunk that a particular case is superior to a universal concept and the latter has to be treated as a prejudice. At the concluding chapter the general characteristics of Qualitative research and the conceptual characteristics of education which correspond to a qualitative research are presented. The general characteristics of qualitative educational research are (1) The research should start from the pre-reflective experience. (2) The research should be carried out in the natural situation. (3) The researcher must consciously aware of his subjective insight, (4) The research product should be not only universal but applicable to the individual case, (5) The researcher should understand the human intention and meaning. And the conceptual characteristics of education are : (1) The educational experience is something to be understood rather than measured, (2) The educational activity is for the assurance of freedom rather than control, (3) The educational development is a inter-subjective fact rather than a objective, (4) The educational phenomenon is the universal under a individual case, (5) The educational action is teleologicaUy interpreted rather than causally explained.

목차

I. 서론

II. 방법주의 비판

III. 개념주의 비판

IV. 결론

참고문헌

키워드

질적 교육연구 방법주의 개념주의 감지력 사례