13 research outputs found
The Educational Significance of Questions on the Meaning and Value of Life: Drawing Upon Blumenberg's View on Western Philosophy
๋ณธ ๋
ผ๋ฌธ์ ํ๋ ์ฌํ์ ํ๊ต ๊ต์ก์์ ์ถ์ ์๋ฏธ์ ๊ฐ์น์ ๊ดํ ์ง๋ฌธ์ด ์ ์ฐจ ์ฃผ๋ณํ ๋์ด ์จ ํ์์ ๋ฌธ์ ์ฌํ๋ก ์ฃผ๋ชฉํ๋ฉด์ ์ด ์ง๋ฌธ์ด ์ค๋๋ ๊ต์ก์ ์ผ๋ก ์๋ฏธ๊ฐ ์๊ฒ ๋ค์ ๋ค๋ฃจ์ด์ง ์ ์๋ ๋ฐฉ์์ ๋ํ์ฌ ํ์ํ๋ค. ์ด๋ฅผ ์ํ์ฌ ์ถ์ ์๋ฏธ์ ๊ฐ์น์ ๋ํ ์ง๋ฌธ์ด ์ค์กด์ ํ๋ณต์ ๊ฐ๋
์ ๋งค๊ฐ๋ก ์ง๋ฆฌ์ ๋ํ ์ด๋ก ์ ์ถ๊ตฌ์ ๋ฐ์ ํ ๊ด๋ จ์ ๊ฐ์ง ๊ฒ์ผ๋ก ์ฌ๊ฒผ๋ ๊ณ ๋ ํฌ๋ ์ฒ ํ ์ด๋๋ก ์๊ตฌ์ ์ฒ ํ์ ์ ํต ์์์ ์ด ๋์ ๊ด๊ณ๊ฐ ์ด๋ป๊ฒ ๋ค๋ฃจ์ด์ก๋์ง, ํนํ ๊ทผ๋์ ๊ณผํ์ ์ธ๊ณ๊ด์ ์ํด ์ด ๊ด๊ณ๊ฐ ์ด๋ป๊ฒ ๋ณํ๋์ด ์๋์ง๋ฅผ ์ ๋ณด์ฌ์ฃผ๋ Blumenberg์ ์๊ตฌ ์ฒ ํ์ฌ์ ๋ํ ๊ด์ ์ ์๊ฐํ๋ค. ์ด ๊ด์ ์ ์ถ์ ์๋ฏธ์ ๊ฐ์น์ ๋ํ ์ง๋ฌธ์ ์ฐ๋ฆฌ์ ์ค์กด์ ์ผ๋ ค๋ ๊ฐ๋ง๊ณผ ๊ด๋ จ์์ผ ์ดํดํ ์ ์๋ ์๋ชฉ์ ์ ๊ณตํ๊ณ , ์ค๋๋ ์ง์์ ํ์ ์์์ ๋ฐฉํฉํ๋ ์ฐ๋ฆฌ์ ์์ด๋ค์๊ฒ ์ง์ ๊ต์ก์ด๋ ๋๋ ๊ต์ก์ ํตํ ๊ฐ์น ๊ต์ก๊ณผ๋ ๋ค๋ฅธ, ์๋ก์ด ์ ๊ทผ์ ๊ฐ์น ๊ต์ก์ ์ ๊ณตํ ์ ์๋ ๊ฐ๋ฅ์ฑ์ ํ์์ผ ํ๋ค.
The purpose of this paper is to examine what the questions on the meaning and value of life can mean to us today and to explore the ways in which they can be meaningfully raised again for our youngsters. While the questions used to be taken as fundamental to the pursuit of the good life in the old days, they tend to look irrelevant and remote to us in pursuing the good life as we conceive it today. Thus, it seems pivotal to examine what the nature of those questions used to be and why and how these questions have been trivialized in both the modern life and modern schooling. The main part of the paper focuses on Blumenberg's account of how each tradition in the history of the western philosophy since the ancient Greek has responded to their existential anxiety with the theoretical pursuit of truth. Thus, Blumenberg helps us formulate the questions on the meaning and value of life in terms of its relation to our theoretical pursuit of truth for our existential happiness. Throughout the western tradition until it met the modern world, it was taken for granted that the theoretical pursuit of truth is supposed to bring about our existential happiness. And the questions on the meaning and value of life as a matter of existential fulfillment played the central role in shaping the way people understood the world and oriented their lives in this world. But, Blumenberg also explicates how the modern world of science broke off with this long tradition and changed the nature of the relation between theory and our existential happiness when it began to celebrate human control over nature and the world for human purposes. In the modern world, the theoretical pursuit is supposed to make us successful in controlling the nature, rather than making us existentially happy by being in harmony with nature. Thus, the modern condition of life based on scientific world view makes the questions on the meaning and value of life unavailable to us in the way the premodern world used to allow But the problem of our existential anxiety still remains as long as we are destined to face death and human finitude. Thus, the questions on the meaning and value of life needs to be raised in education in such a way for our students as to be able to deal with their existential anxiety in an educationally more productive and meaningful ways. Here it would be critical to lead them to face their existential contingency as well as epistemological contingency with the acknowledgement of their self-limitation and finitude
An Exploratory Inquiry on the Educational Value of the Humanistic Education for the Future Education
๋ณธ ๋
ผ๋ฌธ์ ์ฌํ๊ณตํ์ ์ ๊ทผ์ ๊ธฐ์กด ๋ฏธ๋๊ต์ก๋ด๋ก ์ ๋ณด์ํ ์ ์๋ ๋์์ผ๋ก์ ์ธ๋ฌธ์ ๊ต์ก์ด ๊ฐ์ง ๋ฏธ๋๊ฐ ์น์ ๊ฐ๋ฅ์ฑ์ ์คํ์ ์ผ๋ก ํ์ํ ์๋ก ์ด๋ค. ์ด๋ฅผ ์ํด์, ๋จผ์ ๊ทผ๋ (ํ๊ต)๊ต์ก์ด ๊ฐ์ ํ๊ณ ์๋ ์ธ ๊ฐ์ง ๋ํ์ ์ธ ๊ต์ก์ ๊ฐ๋
- ์ฆ, ์ฌํํ, ํ๋ฌธ ํ๊ตฌ, ์์ ์ฑ์ฅ-์ ๋ฏธ๋ ๊ต์ก๊ณผ์ ๊ด๋ จ ์์์ ๋นํ์ ์ผ๋ก ๊ฒํ ํจ์ผ๋ก์จ, ๊ธฐ์กด ๊ต์ก์ ๊ฐ๋
๊ณผ ๋ฏธ๋๊ต์ก๋ด๋ก ์ด ๋ง๋ ์ ์๋ ์ ์ ์ ์ฐพ์๋ณธ๋ค. ์ด๋ฅผ ํ ๋๋ก ํ์ฌ, ๊ต์ก์ ๋ฏธ๋๋ฅผ ์ธ๋ฌธํ๊ณผ ์์ ๊ต์ก์ ํตํ์ฌ ๋ฏผ์ฃผ์ ์์์ ๊ฐ์ถ ์ธ๊ฐ์ ๊ธธ๋ฌ๋ด๋ ๋ฐ์ ์ฐพ์๋ณผ ์ ์์์ ๊ฐ์กฐํ ๋์ค๋ฐ์(M. C. Nussbaum)์ ์ธ๋ฌธ๊ต์๊ต์ก๋ก ์ ์ธ๋ฌธ์ ๋ฏธ๋๊ต์ก๋ด๋ก ์ ํ ์ฌ๋ก๋ก์ ๋ถ์ํด ๋ณธ๋ค. ๋ ๋์๊ฐ, ๋์ค๋ฐ์์ ๋
ผ์ ๊ฐ ์ฌ์์ ๊ทผ๊ฑฐ๋ก ์ผ๊ณ ์๋ ์๋ฆฌ์คํ ํ
๋ ์ค(Aristotle) ์ค๋ฆฌํ์ ๋
ผ์๋ฅผ ํ ๋๋ก ์ธ๋ฌธ๊ต์๊ต์ก๋ก ์ด ์งํฅํ๋ ๊ฐ ์น์ ๊ทธ ์ ๋นํ ๋ฐฉ์์ ๊ฒํ ํจ์ผ๋ก์จ, ๋ฏธ๋๊ต์ก๋ด๋ก ์ด ์ ์ํ๋ ๋ฏธ๋ ์ญ๋๊ณผ ์ธ๋ฌธ์ ์ธ๊ฐ์์ด ์ผ์นํ๋ ์ง์ ์ ํ์ธํ๋ค. ๋ง์ง๋ง์ผ๋ก, ๊ต์ก์ ์ธ๋ฌธ์ฑ์ด ํ๋ณต๋๊ธฐ ์ํด์๋ ๊ต์-ํ์ต ํ๋ ์์ฒด์์ ์์ฑ๋๋ ํ์ฌ์ ๊ฒฝํ์ด ๋์ด์๋์ผ ํจ์ ํ์ธํ๊ณ , ์ด๋ฌํ ํ๋ณต์ด ๊ฐ์ง ๋ฏธ๋ ๊ฐ์น๋ฅผ ํ์ํ๋ค.
This paper is an exploratory work for a model of humanistic approach as a complementary alternative to the dominant educational discourse of the social engineering model for the future education. We first examine in relation to "the future education" the three distinctive concepts of education that have dominated the way we think of education: socialization, academic pursuit and self-development. This leads us into a need to find a new way of conceiving education which can connect these three concepts in a new way. Then we introduce as an example of this new way of conceiving education, Martha Nussbaum's idea of the humanistic education for the future education which aims at the fostering of democratic citizens. Finally we further develop and sketch out the characteristics of uniquely humanistic mode of thinking, described as "phronesis" by Nussbaum, which can be cultivated through the specific manner of teaching-and-learning in the education of humanity. This is an educational approach for the future education that can still keep the intrinsic value of education and educational experiences fresh while accommodating the various social and economic demands from the future society