Bruner?s Educational Theory and its Implication: Focusing on New Humanities

摘要

The purpose of this study is to analyze pre-existing humanitie?s tendencies and to suggest the new viewpoint based on Bruner?s educational theory. As many subordinating disciplines are divided under humanities, humanities have a separate approach. This problem showed many limits to represent the human?s lives in an integrated way. Furthermore, researchers in the humanities field approached them in separate way. To renovate the pre-existing separate traits, this study focuses new totality of humanities based on Bruner?s educational ideals. For this, the methodology of this study is to review the literatures and analyze them in philosophical ways. The existing humanities pursued objectivity and tried to theorize into one theory or formula. As a result, it ignored the essence of humanities and lost its identity by mimicking the popular natural science in the era. For resolving the phenomenon, Bruner?s educational ideals have been showed by suggesting a narrative view of approaching human?s lives and experiences in an integrated way. According to him, humanities now have to return to the discipline based on coexistence, breaking down boundaries and accepting various possibilities and diversity. Regarding his viewpoint, pre-existing humanities should be re-conceptualized into narrative science or narratology. Humanities as a narrative Science have advantages for integrating diverted subordinating disciplines into human experience?s narrative and for paying attention to the totality. Since, this study is based on Bruner?s literature, future research on the direction of humanities will need to be further developed and generalized through various literatures and practice.