플레로마와 크리투라 : 학습 연구에 있어서 물리세계와 개념세계의 단절에 관하여

Abstract

The discourse of lifelong learning has provided a significant contribution to the development of education theory by expanding the scope of learning from the school -based ecology to the human learning ecology itself. In so doing, I observed that at least two different ways of understanding the nature of learning were leading the researches without being interlinked with each other. On the one hand, most of empirical evidence provided by psychology on human learning theory, especially In the school-based context, were exclusively restrained within the boundary of ,physical-biological epistemology(PBE)', in which neuroscience and materialism as its major epistemology played dominant roles in conducting the researches. On the other hand, philosophical and cultural approaches presupposed the process of learning as an amalgamation between consciousness and experience as the accumulation of the product of consciousness, in which the structure of meaning the process of learning produce can hardly be reduced to the world of PBE. In this paper, I argue that this kind of epistemiological bifurcation has to be overcome to fully understand the human learning process and learning ecology as of its context. By adapting Bateson's contention, I demonstrated a possible way of combining the two world -- 'the world of PBE' and 'the world of meaning' -- within an integrated research paradigm to unlock the door to the mystery of learning.