Dewey 실험학교와 예술가로서의 교사

양은주 1
Eun-Joo Yang 1
Author Information & Copyright
1광주교육대학교 교수
1Professor, Gwangju National University of Education

ⓒ Copyright 2005, Korea Institute for Curriculum and Evaluation. This is an Open-Access article distributed under the terms of the Creative Commons Attribution NonCommercial-ShareAlike License ( which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Received: Oct 15, 2005 ; Revised: Nov 14, 2005 ; Accepted: Nov 28, 2005

Published Online: Dec 31, 2005


학교교육현실에 대한 문제의식으로부터 이 시대에 어떤 방향과 성격의 학교 변화가 필요하고도 가능한가를 깊이 성찰케 된다. 이러한 맥락에서 학교 단위에서 추구하는 교육개혁의 가능성과 변화의 주체로서 교사의 의미에 초점을 두며, 이 연구는 미국의 프래그머티즘 철학자 John Dewey가 설립운영한 시카고대학 실험학교 사례를 탐구하였다. Dewey 실험학교는 새로운 교육을 향한 일관된 철학과 교사들의 능동적 참여를 통해 학교교육의 이상적 가능성을 구현한 하나의 좋은 사례이다. 이 연구는 Dewey 실험학교의 구체적인 실제 경험을 기록한 선행문헌자료를 분석함으로써, 전통적 학교교육을 반성하며 모색된 새로운 학교의 실험적 성격과 교사들의 예술가로서의 실천적 특성을 재조명하는 데 목적이 있다. 이를 위하여 먼저 시카고대학 실험학교의 역사를 개괄하고, 실험학교의 교육목표, 내용, 방법, 조직 등 교육과정 구성의 특징적 성격을 고찰하고, 교사의 구체적인 교실 실천에서 나타나는 예술성의 의미를 탐구하였다. 결론적으로 Dewey 실험학교의 구체적인 개혁적 실천에 담긴 의미와 가치를 요약하고 학교교육개혁과 교사의 실천에 관하여 주는 현재적 시사점을 논의하였다.


With arising critical consciousness of the problematic situation of our schooling, we should reflect upon the direction and nature of school change that we need today. In this context we may profitably focus our attention on the school-based educational reform and the teachers' potential as the subjects for transforming actual practices. In this context, this study explores one of the illuminating cases, the Laboratory School of the University of Chicago that was founded and led by an American pragmatist philosopher, John Dewey, from 1896 through 1904.

Dewey’s Laboratory School is one of the exemplary models that have realized the ideal possibilities of school education based on a well-thought-out educational philosophy in accordance with active participation of creative and cooperative teachers. 'The Dewey School' has become a pioneer that had great influence upon the New Education Movement in many western countries in the late 19th and early 20th centuries. This study aims at elucidating the experimental nature of the Dewey school and the artistic quality of the teachers, by analyzing previous studies that contain the records of concrete actual experiences in the school.

The first part of the main discussion deals with the general history of the University of Chicago Laboratory Schools. The second part examines the characteristic traits of the actual school curricula experiences with respect to its objectives, subject-matters, teaching and learning methods, and school organization. The third part explores the concrete meanings of the teachers as artists as embodied in their everyday classroom practices. Finally, after summing up the practical reformative aspects of Dewey’s educational thoughts as manifested in the Dewey School, the implications for the current school reform and teachers’ transformative efforts are discussed.

Keywords: John Dewey; 실험학교 교육과정; 예술가로서의 교사; 학교교육개혁운동
Keywords: John Dewey; laboratory school curricula experience; teachers as artists; educational reform movement