플라톤 『향연』의 교육적 해석 - 교육자의 지향과 제약을 중심으로 -

서지정보

ㆍ발행기관 : 한국교육학회 ㆍ수록지정보 : 교육학연구 / 54권 / 1호
ㆍ저자명 : 장지원

목차

I. 서론
II. 에로스의 방향성: 진리를 직관한 교사의 항해
III. 다이몬의 기능: 행복의 추구와 교사다움의 지향
IV. 시가와 교양(mousikē): 교육자에 대한 비판
V. 알키비아데스: 교육의 현실적 제약과 교사의 역할
VI. 결론
참고문헌

한국어 초록

플라톤의 대화편

영어 초록

This paper analyzed Plato’s Symposion in the perspective of education. All of the contents in
Symposion contained educational processes for teachers. The four parts in this paper are
concerned with the matter of education: the concept of eros, the meaning of daimon, the critics of
comedy and tragedy, and the role of Alcibiades in the dialogue.
Diotima redefined Eros as the middle being between gods and humans. In this explanation, the
middle does not refer to an arithmetical median. Rather it implies the teacher as a sailor who
knows real knowledge and wants his students to experience it.
Daimon had cautioned Socrates not to make wrong decisions. However for the lack of cognition
he described it as daimonion. Eros in Symposion acted as the potentiality and flexibility of the
human, and it constructed the educational theory in Politeia and other Plato’s dialogues.
Comedy and Tragedy were the educational media and contents in ancient Greece. Investigating
the opinion of Eros from Aristophanes and Agathon, we can comprehend their intellectual
capabilities. Plato criticized their understandings and clarified their weak points about Eros, and he
proposed alternative roles to playwrights, who were some of the most powerful teachers in
Athens.
Alcibiades was the most honorable figure in Athens, but his strange conduct worried lots of
people. Even though he had experienced outstanding educational circumstance, he couldn’t control
his arrogant and careless mentality. His sudden intrusion and disappearance in Symposion stood
for the difficulties of implimenting ideal educational thinking in the real world: which frustrated
teachers in actual educational roles.

참고 자료

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