J. Dewey’s View of Reality and Its Implications for Education

MooGil Kim

Traditional epistemology pre-supposes that there is the permanent, ultimate reality separated from human experience. However, according to Dewey, the idea of ultimate reality is merely the place of refuge to escape the indeterminate, dangerous situations of life. In fact, the place of refuge does not exist. Dewey downgrades the status of reality from the meta-physical reality to the practical world of experience. Dewey’s concept of reality has two co-related meanings. One is the natural world surrounding us, the other is our meaning construction of life-experience. We can call the former as phenomenal reality,the latter as constructive reality. Phenomenal reality means the existences prior to the inquiry and discovery, constructive reality means experiential meaning construction through thinking and inquiry. Phenomenal reality and constructive reality are co-related closely, having continual relation in a transactional situation. This co-relationship helps a unit experience to become a meaningful object of knowledge. In other words, when a constructive reality is a warranted assertion, it becomes an object of knowledge, and this process of construction gives the momentum toward the continual growth of experience. In this point,the growth of experience is identical with the extension of cognition about reality. Therefore educators need to research into the educative environment for learners to experience the construction of reality, and to perform the role of mediator to incite learner’s thinking.

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* 2022년 이후 발행 논문의 참고문헌은 현재 구축 중입니다.

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