지성 개념에서 본 코칭의 학문적 함의 - 듀이의 반성적 사고를 중심으로 -

The purpose of this study is to explore the possibility that coaching can be a practicalmethod of intelligence from the point of view of educational philosophy. Through theliterature, the conceptual association between intelligence and coaching was analyzed, andthe process of reflective-thinking and coaching was compared to the process in whichintelligence worked. Through this study, by analyzing the conceptual characteristics ofintelligence and coaching, and by examining the association between coaching andintelligence, we could find the possibility that coaching could be a practical method forintelligence-building. First, intelligence and coaching were in a relationship that was moremutually exclusive than divided into concepts and practices, ultimately oriented towardhuman growth. Second, coaching could be seen to foster the power of intelligence, todevelop problem-solving skills, to form practical knowledge, to cultivate human-specificintegration capabilities, and to promote change and growth. Third, Dewey'sreflexive-thinking process, which is the way intelligence works, found similarities bycomparing and analyzing the coaching dialogue process. This enabled researchers to revealthe possibility of coaching as a practical way to help foster human intelligence. The coachwas also able to obtain suggestions in that he should serve as a practical example of agrowing human being who nurtures his intellect. This study is meaningful as a study thathas been combined with practical theories and methods consistent with the purpose offostering the intellect that future education aims for. Thus, coaching became a practicalmethod for intellectual development, and intelligence provided a foundation for providing anacademic basis for coaching from an educational philosophy perspective. This research alsoprovided an opportunity to broaden the scope of the study from the perspective ofhumanities to the coaching study, which was mainly conducted in applications.