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집필진 소개 / 7 감사의 말 / 11 서론 브루너가 개척한 길 ·································································17 David Bakhurst and Stuart G. Shanker 철학과 심리학 ················································································22 심리학자이자 철학자로서 브루너 ······················································30 화해인가 (반)-혁명인가? ·································································38 브루너의 사고 양식과 본질 ······························································42 결론: 브루너는 실용주의자의 길을 걸었다 ·········································46 제1장 불균형의 기울어진 행동: 제롬 브루너의 문화심리학 ··················51 Clifford Geertz 인지 혁명의 재고 ···········································································51 마음에 초점을 맞춰라 ·····································································55 문화심리학 구성하기 ······································································60 다름과 차이를 찾아 나서기 ·····························································64 제2장 브루너의 언어 습득 이론 ·······················································75 Michael Tomasello 미성숙의 성격과 사용 ·····································································77 아동이 말하는 행위: 언어사용 학습하기 ············································80 단어학습에 관한 후속 연구 ·····························································85 문법 능력의 습득 ···········································································88 문법과 그 습득에 대한 새로운 관점 ·················································93 결론 ·····························································································99 제3장 Bruner가 지은 집 ·······························································109 Stuart G. Shanker와 Talbot J. Taylor 비계 제거하기 ··············································································109 말하기 위해 태어나다 ····································································113 구조적 불협화음 ···········································································118 언어문화적 발달 ···········································································125 결론: 아이가 지은 집 ····································································135 제4장 말하는 방법의 학습에 관한 Bruner와 Condillac의 연구 ···········147 Talbot J. Taylor 언어 사용의 발생적 기원: 유전자와 문화 사이의 매개 ·······················151 깨달음: 언어학적 계통 발생 ···························································154 역량의 발아 ·················································································159 Burner 이론에 대한 평가: 크립톤 팩터(Krypton Factor) ··················166 언어의 기원(재반복) ······································································173 제5장 유아기에서의 감정, 화용론 그리고 사회적 이해 ·······················181 Judy Dunn and Jane R. Brown 감정적 맥락의 중요성 ····································································184 내면 상태에 대한 담론 ··································································186 속이려는 시도 ··············································································189 초기 내러티브 ··············································································190 감정의 중요성에서 나타나는 발달적 변화 ·········································192 사회적 파트너의 중요성 ·································································194 결론 ····························································································199 제6장 교육: 문화에서 마음으로 이어지는 다리 ··································209 David R. Olson 내재주의와 외재주의 ······································································213 개념 구성하기 ···············································································219 제7장 수업의 문화생태학을 향하여 ··················································235 Edward S. Reed Bruner의 삼원이론 ········································································237 학습의 생태학 ···············································································240 무언가가 존재하거나 작동하는 맥락의 환경 속의 자아 ·······················244 가능하게 하는 문화를 지향하여 ·······················································247 Bruner의 유산 ··············································································251 Gardner가 성찰하는 단상: 교육자로서 제롬 브루너 ···························257 Howard Gardner Reed의 Bruner 교육론 비판 ···························································263 David Bakhurst 제8장 유아기와 역량(능력)의 탄생: 브루너와 비교 발달 조사 연구 ······275 Duane Rumbaugh, Michael Beran and Christopher Elder 비교 관점에서 발달의 요소들 ··························································277 언어습득과 유인원의 도구 사용 ·······················································282 미성숙과 발현 행동 ········································································288 결론 ·····························································································291 제9장 삶에서의 규범: 규칙 표상에 관한 문제 ····································301 Rom Harre? 제1차 인지 혁명: 이론, 모델, 그리고 유형 위계 ·································303 두 번째 인지 혁명을 향하여: 예비적 고려 ·········································308 GOFAI의 문제 ···············································································318 결론 ·····························································································328 제10장 심리학의 제3의 혁명을 향하여: 내적 정신 표상에서 대화로 구조화되는 사회적 실제로 ·············337 John Shotter 움직이는 의미: 경계 넘나들기 ·························································340 대화적 만남에서의 의미 이동 ··························································345 대화체를 묘사하기(설명하기?) - 여기에서 어려운 것은 멈추는 것 ········352 결론 ·····························································································361 제11장 기억, 아이덴티티, 그리고 문화심리학의 미래 ··························371 David Bakhurst 사회적 차원과 개인적 차원: 어느 것이 우선하는가에 관한 논쟁 ···········374 비현실주의로 향하는 길 위에 서있는 문화심리학 ································377 McDowell: 이유의 공간 찾아 나서기 ················································381 문화에 대한 가능성(Enabling) 시각 대 구성적 시각 ····························385 결론 ······························································································390 제12장 브루너의 응답 ·····································································403 Jerome Bruner 문화-마음의 연결: 다섯 가지 관점 ···················································405 무엇이 문화인가? ···········································································417 언어, 마음 그리고 문화 ···································································421 구성과 현실 ···················································································426 결론 ·····························································································430 찾아보기 ·······················································································436 |
저자 소개6
David Bakhurst
캐나다 온타리오주 킹스턴에 위치한 퀸스 대학교(Queen’s University) 철학과 교수이다. 그는 『Consciousness and Revolution in Soviet Philosophy』(1991)의 저자이며, 크리스틴 시프노비치 (Christine Sypnowich)와 함께 『The Social Self』(1995)를 공동 편집하였다.
Stuart G. Shanker
토론토 요크대학교 앳킨슨 칼리지에서 심리학 및 철학을 가르쳐 왔다. 최근 저서로는 『Wittgenstein’s Remarks on the Foundations of AI』(1998)와 S. Savage-Rumbaugh and Talbot J. Taylor와 공동 집필한 『Language and the Human Mind』(1998)가 있다. 존 쇼터는 뉴햄프셔 대학교 대인관계학과 교수이자 커뮤니케이션학과 학과장을 맡아 왔다. 그는 참여 민주주의와 시민 사회 발전 과정에서 사람들이 목소리를 낼 수 있게 하는 사회적 조건에 오랜 관심을 가져 왔다. 저서로는 『Social Accoun
토론토 요크대학교 앳킨슨 칼리지에서 심리학 및 철학을 가르쳐 왔다. 최근 저서로는 『Wittgenstein’s Remarks on the Foundations of AI』(1998)와 S. Savage-Rumbaugh and Talbot J. Taylor와 공동 집필한 『Language and the Human Mind』(1998)가 있다. 존 쇼터는 뉴햄프셔 대학교 대인관계학과 교수이자 커뮤니케이션학과 학과장을 맡아 왔다. 그는 참여 민주주의와 시민 사회 발전 과정에서 사람들이 목소리를 낼 수 있게 하는 사회적 조건에 오랜 관심을 가져 왔다. 저서로는 『Social Accountability and Selfhood』(1984), 『Cultural Politics of Everyday Life』(1993), 『Conversational Realities』(1993) 등이 있다.
경북대학교 사범대학 교육학과를 졸업하고 동대학원에서 교육과정 및 수업방법 전공으로 석·박사학위를 취득하였다. University of Wisconsin-Madison에서 Post-Doc. 과정을 이수했으며 Department of Curriculum and Instruction에서 연구원(Honorary Fellow)을 역임하였다. 한국대학교육 협의회 고등교육연구소 선임연구원, 순천대학교 교수를 거쳐 교육부 정책자 문 위원, 대학설립심사위원, 교육부 고등학교 교육과정 심의위원 및 위원장 등으로 활 동하였다. 현재 경북대학교 교육학과 교수로 재직 중이며, 한국 교육학회 및 한국교
경북대학교 사범대학 교육학과를 졸업하고 동대학원에서 교육과정 및 수업방법 전공으로 석·박사학위를 취득하였다. University of Wisconsin-Madison에서 Post-Doc. 과정을 이수했으며 Department of Curriculum and Instruction에서 연구원(Honorary Fellow)을 역임하였다. 한국대학교육 협의회 고등교육연구소 선임연구원, 순천대학교 교수를 거쳐 교육부 정책자 문 위원, 대학설립심사위원, 교육부 고등학교 교육과정 심의위원 및 위원장 등으로 활 동하였다. 현재 경북대학교 교육학과 교수로 재직 중이며, 한국 교육학회 및 한국교 육과정학회 부회장, 한국내러티브 교육학회 회장을 맡고 있다.
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