The main aim of this study is to analyse of John Dewey's conception of experience and his educational theory based on it, and to find out some suggestions for the our education.
1. To begin with, Dewey's theory of experience has the form ...

The main aim of this study is to analyse of John Dewey's conception of experience and his educational theory based on it, and to find out some suggestions for the our education.
1. To begin with, Dewey's theory of experience has the formative grounds as the followings. First, the central idea being widespread under his philosophy of experience seems to be an integral or unifying thought. That idea, which had taken shape from his life in the liberal boyhood and the social condition in the youth, and from the influence of the thoughts of Darwin, Hegel, James and so on, came to be the foundation to overcome the traditional western philosophy in which was full of dualism. Second, Dewey exemplified two typical groups of philosophers and criticized on their narrow views of the nature of experience; the Greek philosophers attached importance to 'reason' and excluded empirical world from true knowledge for the reason of being related to the practical living, and the British empiricists treated experience as the most important knowing way, but ignored its active and practical element. Third, owing to the development on biology, psychology and experimental science in 19th century, he evolved
'experimental empiricism' by applying their inquiring methods to philosophy. Thus, concept of this new experience has the complex properties including intelligence and knowing as well as activity and living.
2. The term of 'experience' used by Dewey implicates several modes and meanings. First, there are both sides of a process and a result in it. The former means experiencing activities in which our body and mind interact with objects. The latter means experienced contents, namely 'what has been experienced' from the activities. Second, it also implies an inquiring method. The experience is divided into the primary one which is gross, crude subject-matters and the secondary one which is refined products derived from reflection. And he claimed that philosophy ought to employ 'the empirical method' used in natural science on the assumption of relating between the primary and the secondary. Third, the experience ha~ a direct one and an indirect one. The former is the immediate one we acquire by taking vitally part in a situation of actual activity. The latter is the mediated one we learn by using representative media of language or symbols. And also, according to its subject, the experience involves an individual one each man gets with his own living, and a common one our society has through history and culture of mankind. Each person takes experience from common one, and contributes to it by having influences on other people.
3. Dewey thought there are the principles of interaction and continuity in experience. The former means that experience results from transaction of action and reaction between an organism with impulse and intelligence and natural and social elements constituting his environment. He called the interacting conditions ·situation'. The latter means that every experience takes up something from the preceeding one and exerts some influences on the Quality of the subsequent one, being independent of his own intention. It can be illustrated with the concepts of habit, memory, and instrumentalism, too. But the two principles are not separate from each other. They intercept and unite as the longitudinal and lateral aspects of experience, and thus makes up so called growth. Those continuous developing processes of
experience have a sort of functional relation or spiral structure.

4. It can be said that Dewey's theory of education is thoroughly based on his conception of experience, as much as he remarked that education is "reconstruction or reorganization of experience" or "a development within, by, and for experience".

Dewey's concept of education IS also comprehensive, covering not only the formal one, schooling but the informal one as self-renewal process by participating in the nature and the society. But education is included in a part of experience, for there is two kinds of experience in the value; an educative one which gives rise to active interaction and promotes growth of further experiences, and an mis-educative one which arrest or distort growth.

The phrase of 'child or learner-centered education' do not implies that students lead entirely learning, but is a merely declaration about the essential intent of education, that is, 'all educational efforts is for the sake of learner's continuous growth'. Thus, educator's business is to choose, arrange and suggest experiences which could have student engage his present activities, and at the same time, promote having desirable future experiences.

The comprehensive purpose of education in his theory of education can be regarded as the growth of experience. But it would rather only explanation of whole developing processes than the final end that we should pursuit. While he indicated the problems of an imposed and ultimate aim from without, he said an aim as 'end in view' has meanings only when it comes from learner's own need or from interaction with educator in the process of learning or activity.

It is the learning through actual experimental activities that Dewey insisted consistently as the educative method. He intended to unify all educational elements and equipments in the center of those activities, because he believed that the method is the qualitative in which a learner could mobilize his instinctive impulse, interest and preceding experience, and that it is the most effective that give rise to active interaction, and could
make a student participate in. He thought we could diminish many kinds of wastes and harmful effects in education by using the method, for he considered they all due to depending excessively on indirect experience of theoretical materials, and to isolation of aim, method and content, to separation between various curriculums, and between schooling and social life. And thus, he maintained a school has to be miniature community and schooling should have intimate relation with society, so that student's character and knowledge learned from schooling might be rightly carried on to his social life.
5. His thought seems to have some limits or defects as followings; it
shows the trait of extreme actualism and functionalism, and he could not consider enough the possibility of human intermittent change, and his words have too much comprehensive, and etc.
But, instead of having those defects, Dewey's ideas of experience and education are full of abundant suggestions to our education. First, his integral thought and his idea within learning through actual activities let us look back our efforts to pursuit chiefly specialization and differentiation In our lives and education, and offer signifiant directions to the method of unifying education we propel nowadays. Second, his structure of experience which reveals a model of our living and knowing awakens the true meaning of life-long education, the importance of early education, and the necessity of severe self-education. Third, his idea about the educative and mis-educative experience which gives a criterion on evaluation of the value of experiences opens various ways for analysing and studying the concept of education.

ABSTRACT
Ⅰ. 緖論
Ⅱ. 듀이 經驗 理論의 形成 背景
1. 統合的 世界觀의 形成
2. 傳統的인 經驗觀의 批判
3. 새로운 經驗 理論 展開
Ⅲ. 經驗의 槪念
1. 삶의 過程과 結果의 總體
2. 探究 方法으로서의 經驗
3. 直接 經驗과 間接 經驗
4. 個人 經驗과 共同 經驗
Ⅳ. 經驗의 構造
1. 相互作用의 原理 ...

ABSTRACT
Ⅰ. 緖論
Ⅱ. 듀이 經驗 理論의 形成 背景
1. 統合的 世界觀의 形成
2. 傳統的인 經驗觀의 批判
3. 새로운 經驗 理論 展開
Ⅲ. 經驗의 槪念
1. 삶의 過程과 結果의 總體
2. 探究 方法으로서의 經驗
3. 直接 經驗과 間接 經驗
4. 個人 經驗과 共同 經驗
Ⅳ. 經驗의 構造
1. 相互作用의 原理
2. 連續의 原理
3. 經驗의 成長
Ⅴ. 經驗 中心의 敎育
1. 經驗과 敎育의 關係
1) 敎育의 槪念
2) 敎育的 經驗
3) 經驗과 敎育
2. 學習者 中心의 敎育
1) '兒童 中心 敎育'의 진정한 意味
2) 지속적인 興味를 끌 수 있는 敎育
3. 經驗 成長으로서의 敎育
1) 目的에 대한 기본 觀點
2) 敎育 目的으로서의 經驗 成長
3) 經驗 成長으로서의 敎育觀에 대한 再檢討
4. 經驗 活動을 통합 學習
1) 間接 經驗에 치중하는 것은 非敎育的 經驗의 지름길이다.
2) 直接 敎育 방식은 敎育的 經驗의 필수 조건이다.
3) 經驗 活動을 통한 學習은 統合 敎育 형태를 갖는다.
4) 學校 敎育은 實生活과 連結되어야 한다.
5) 經驗을 통한 學習 方式은 모든 형태의 敎育에 通用된다.
Ⅵ. 結論
1. 硏究 結果 要約
2. 示唆點 및 提言
참고문헌