‘재미’에서 ‘교육적 흥미’로: 방과후학교 미술수업에 대한 성찰적 실천 연구

초록

This autoethnographic study examines the 12-year practice experience of an after-school art instructor whose ‘interest-centered’ teaching approach, while externally successful, prioritized immediate enjoyment at the expense of student subjectivity. This critical realization prompted a re-examination of ‘interest as amusement’ versus genuine ‘educational interest’ informed by John Dewey's theories. The study analyzes how the instructor’s control-oriented methods, which eliminated opportunities for failure and challenge, hindered genuine educational interest—defined by Dewey as a learner's identification with self-set goals. Through recent case studies, it further demonstrates that reinterpreting student frustration as a learning signal and fostering a challenging process are key to transforming interest into a sustainable engine for growth. This study reveals the superficial application of ‘interest’ in education and provides an in-depth understanding of its connection to the learner's subjective growth.

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