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역자서문 ·················································································3
서문 ·····················································································9 제1부 단계 설정 1 들어가며: 확장의 문턱에서의 학습과학 ·············································19 학습과학에 대한 역사적 관점 ··························································19 모순의 지평 ············································································24 확장의 차원들 ··········································································27 근접발달영역의 윤곽 ···································································28 이 책의 구성 ···········································································29 2 학습의 프로세스 이론에 무슨 일이 일어났는가? ···································33 세 가지 탈행동주의 학습의 프로세스 이론 ············································38 학습에 대한 활동이론적 접근: 프로세스 이론의 재활성화 ····························49 사건 또는 행동의 순서 ································································51 시퀀스에 관한 이론적 설명 ····························································53 전환 메커니즘 ··········································································54 학습의 보편성 대 다원성 ······························································56 학습과 교수의 관계 ····································································59 결론: 학습의 프로세스 이론이 가지는 활용성 및 한계 ································63 3 확장학습에 관한 연구들: 연구의 토대, 발견점 그리고 향후 과제 ················65 다음의 두 가지 복잡한 학습 문제들을 검토하라 ······································65 새로운 종류의 학습에 대한 사회적, 역사적 요구 ·····································69 확장학습 개념의 이론적 뿌리 ··························································72 확장학습 이론의 중심 원리 ····························································78 객체 변형으로서의 확장학습 ···························································84 근접발달영역에서의 움직이는 확장학습 ················································89 학습행동 사이클로서의 확장학습 ······················································92 경계 교차 및 네트워크 구축으로서의 확장학습 ·······································96 분산적이고 불연속적인 움직임으로서의 확장학습 ····································102 형성적 개입 ···········································································103 확장학습에 대한 비판 ·································································108 미래의 도전과제 ······································································118 제2부 정교화 및 응용 4 확장학습이론의 풍부화: 협력적 구성을 향한 여정에서 얻은 교훈들 ············127 사례 1: 은행 ··········································································129 사례 2: 의료센터 ·····································································133 사례 3: 하이테크 회사 ·······························································140 작업가설의 풍부화: 학습과 일의 도구들 ··············································143 작업가설 수정: 브리지로서의 경험 ···················································148 결론 ···················································································151 5 학습환경 및 실행으로부터 활동체계와 확장학습으로 ·····························153 희망에 찬 이상적 추상성으로서의 학습환경 ··········································154 고정적이고 계층적인 추상으로서의 학습환경 ·········································155 실제성의 딜레마 ······································································157 학습환경 연구의 순환 설계 ···························································160 대안으로서의 활동체계 ································································161 실행에서 확장학습까지 ································································164 컴퓨터 도입하기: 야코매키 중학교에서의 확장학습 ··································167 결론 ···················································································173 6 프로세스 효율성 개선 vs 커뮤니티 구축: 확장학습으로 이분법 넘어서기 ·····175 프로세스 효율성, 커뮤니티 구축 그리고 대립의 지점 ································177 자원으로서의 활동이론 ································································181 사례 연구: 맥락과 데이터 ····························································183 프로세스 효율성 개입 ·································································185 커뮤니티 구축을 위한 개입 ···························································189 새로운 모델의 장기적인 결과 ·························································196 프로세스 효율성-커뮤니티 구축 접근법의 이분법 넘어서기 ··························197 7 도서관에서의 확장학습: 행동, 사이클 및 개입적 의도로부터의 이탈 ···········201 연구과제로서의 확장학습 ·····························································205 환경설정과 개입 ······································································211 데이터와 방법 ·········································································215 확장학습 행동들 ······································································217 학습 프로세스의 주기성 ······························································221 개입적 의도로부터의 이탈 ····························································228 결론 ···················································································235 8 불연속성을 넘어: 기억된 확장적 조직학습 ········································239 연속성과 불연속성 ····································································240 조직변화와 확장학습 ··································································243 현장연구와 데이터 ····································································246 분석단계 ··············································································248 중요한 발견점 ·········································································250 사례 1 ················································································250 사례 2 ················································································253 두 사례에서의 조직학습 프로세스 ····················································255 결론 ···················································································260 제3부 미래 전망 9 들불 활동: 이동성과 학습의 새로운 패턴 ·········································265 이동성의 재개념화 ····································································266 들불 활동의 의미와 중요성 ···························································270 균근 같은 공생의 커뮤니티 ···························································272 인지적 자취와 조우 ···································································277 학습의 새로운 가능성 ·································································284 10 설계실험부터 형성적 개입까지 ·····················································287 설계실험 - 설계연구 ·································································290 사회학적 개입연구의 교훈 ····························································295 비고츠키의 이중자극 방법 ····························································297 논쟁적 문법을 향하여 ·································································303 변화실험실 ············································································312 병원 수술팀에서 목표 재포착하기 ····················································313 형성적 개입의 계층화된 특성 ·························································328 문법으로 돌아가기 ····································································330 부록 제7장 변화실험실 세션에서의 확장학습 행동들 ································335 참고문헌 ··············································································339 찾아보기 ··············································································364 |
저자 소개4
Yrjo Engestrom
싱키 대학교 성인교육학 교수이자, 활동ㆍ개발ㆍ학습센터(CRADLE)의 소장이다. 또한 캘리포니아 대학교 샌디에이고 캠퍼스의 커뮤니케이션학 명예교수이기도 하다. 엥게스트롬은 일과 조직의 변형 및 학습 프로세스 연구 프레임워크로서 문화-역사적 활동이론을 적용하고 개발하고 있다. 그는 확장학습 이론과 발달 작업 연구에 대한 개입주의적 방법론으로 잘 알려져 있다. 최근 저서로는 <From Teams to Knots: Activity-Theoretical Studies of Collaboration and Learning at Work>, <Learning by Expanding: An
싱키 대학교 성인교육학 교수이자, 활동ㆍ개발ㆍ학습센터(CRADLE)의 소장이다. 또한 캘리포니아 대학교 샌디에이고 캠퍼스의 커뮤니케이션학 명예교수이기도 하다. 엥게스트롬은 일과 조직의 변형 및 학습 프로세스 연구 프레임워크로서 문화-역사적 활동이론을 적용하고 개발하고 있다. 그는 확장학습 이론과 발달 작업 연구에 대한 개입주의적 방법론으로 잘 알려져 있다. 최근 저서로는 , 가 있다.
한숭희는 교육학자이다. 서울대학교에서 학사와 석사과정을 마쳤고 미국 뉴욕주립대학교에서 박사학위를 받았다. 사회교육이 평생학습으로 형태를 바꾸던 1990년대 중반 한국으로 돌아와 평생교육론의 이론구축에 기여하였다. 유럽 및 북미의 성인교육학자들과 폭넓은 교류를 나누어왔고, 최근에는 영국에서 발행되는 두 학술지의 편집위원으로 봉사하고 있다. 10여 년 전부터 유럽의 여러 대학의 객원교수와 방문교수를 역임했고, 최근에는 동아시아 사회교육을 공부하고 있다. 학교체계의 역사적 형성과정의 확장 형태로 나타나고 있는 평생교육체계의 형성사에 주목하고 있으며 이를 통해 드러나는 교육의 제도화 혹
한숭희는 교육학자이다. 서울대학교에서 학사와 석사과정을 마쳤고 미국 뉴욕주립대학교에서 박사학위를 받았다. 사회교육이 평생학습으로 형태를 바꾸던 1990년대 중반 한국으로 돌아와 평생교육론의 이론구축에 기여하였다. 유럽 및 북미의 성인교육학자들과 폭넓은 교류를 나누어왔고, 최근에는 영국에서 발행되는 두 학술지의 편집위원으로 봉사하고 있다. 10여 년 전부터 유럽의 여러 대학의 객원교수와 방문교수를 역임했고, 최근에는 동아시아 사회교육을 공부하고 있다. 학교체계의 역사적 형성과정의 확장 형태로 나타나고 있는 평생교육체계의 형성사에 주목하고 있으며 이를 통해 드러나는 교육의 제도화 혹은 체계화 양상을 연구하고 있다. 교육학에 있어서 일반이론(general theory) 형성이 가능하다는 믿음을 가지고 있으며, 평생교육학 이론연구가 향후 학습시대의 교육학 일반이론 구축에 기여할 수 있는 한 가지 성공적 사례가 되기를 희망한다. 1997년부터 서울대학교 교육학과 교수로 재직하고 있다.
한숭희의 다른 상품
서울대학교 미래혁신연구원 책임연구원. 한국외국어대학교, 미국 뉴욕주립대학교 석사를 거쳐서 이화여자대학교에서 교육학 박사학위를 받았다. 서울대학교 교육종합연구원 연구원으로 경희대학교, 이화여자대학교, 서울대학교 등 다수의 대학에 출강하며 한국연구재단과제를 수행하고 있다. 주 관심은 포스트-평생학습론과 평생교육 철학 분야이다. 옮긴 책으로 『도시를 학습하다』(2025), 『확장학습 연구』(공역, 2024)가 있다.
최근정의 다른 상품
서울대학교 국어국문학과를 졸업하고 같은 대학 교육학과에서 평생교육 전공으로 석사학위 및 박사학위를 취득하였다. 현재 서울대학교 교육종합연구원 객원연구원으로 있으며, 주요 관심분야는 집단학습 및 집단변화, 활동이론과 확장학습, 학습이론 등이다.
품목정보
- 발행일
- 2024년 01월 15일
- 쪽수, 무게, 크기
- 368쪽 | 153*224*30mm
- ISBN13
- 9788925418490
20,000원
총 1개
20,000원
