루돌프 슈타이너의 노작교육론

서지정보

· 발행기관 : 한국교육학회
· 수록지 정보 : 교육학연구 / 34권 / 5호
· 저자명 : 田一均

목차

《요약》
Ⅰ. 서론
Ⅱ. 슈타이너의 노작 교육 사상
Ⅲ. 슈타이너 노작교육론의 원리
Ⅳ. 결론
〈참고문헌〉
Abstract

초록

슈타이너는 현대 사회의 문제를 인간 본연의 모습 속에서 찾고자 하였다. 물질의 세계 뿐 아니라 영혼 및 정신의 세계를 통하여 인간을 감싸고 있는 우주를 이해하고, 이를 통하여 인간 스스로를 완성하고자 하였던 것이다. 이러한 점에서 노작교육은 슈타이너 교육학의 중요한 교육 원리 중의 하나였다. 그는 노작교육 속에서 육체, 영혼, 정신을 하나로 만들어 주는 ‘전인성’의 원리, 인간의 내면세계와 외부세계를 연결시켜 주는 ‘통합성’의 원리, 삶의 실상을 정확히 이해하고 이를 폭 넓게 준비시켜 주는 ‘생활성’의 원리, 자연스러운 성장과 표현에 기초한 ‘모방성’의 원리 등을 획득하고자 하였다. 이러한 그의 노작교육론은 현대의 편협한 직업교육 체제에 대하여 새로운 방향성을 제시해 주고 있다. 물질 세계에만 집착하는 육체적 활동으로서의 노동과 생계 유지라는 측면만이 강조되는 직업으로서의 노동이 아니라, 더 큰 세계에 대한 인식과 전인적 인간으로 발전해 갈 수 있도록 한다는 측면에서, 그리고 인간과 자연이 함께 하는 사회, 인간의 육체와 영혼, 정신이 일치하는 세계를 추구하고 있다는 점에서 교육적으로 커다란 의미를 지니고 있다.

영어초록

This study is aimed at understanding the Rudolf Steiner’s theory of vocational education (Arbeitserziehung). Rudolf Steiner came out of Central Europe, was born in 1861, and died in 1925, after an extraordinary life of prodigious research in many fields. His study was based on Anthroposophy. And the aim of his study was especially investigated human-being composed body, soul, spirit, and how this three side in human was effected to his education and his living life. The first school he founded was the Waldorf School in Germany in 1919.
Other educational and cultural tendency show bias toward intellectual aims or some other one-sided goal favoring social adaptation, money-and-power or sectarian belief. Steiner stressed the importance of developing concepts which can contain growth and change rather than stifle the child. Steiner philosophy provides room for a new culture to stir, rooted in our human wholeness and lifted by a universe of spirit and soul.
Steiner’s theory of vocational education gives to the child a universe of spirit and soul. Steiner thought that vocational education leaded to the child sees his own connection with the world and the connection with the living earth. And poetical feelings are awakened, imaginative feelings which are slumbering in the child. Thus the child is truly led, through his feelings, to find his place in the universe, and vocational education can become something which leads the child to moral experience and understanding living life. Steiner emphasized that education could not consist of outward technical rules but had to proceed out of a true knowledge of man which would lead to a “feeling oneself as belonging to the world”. The vocational education is never divorced from inner awareness in Steiner’s theory, but rather, is the expression of soul and spirit. This dynamic of art is at the heart of life. It engages us wholly, inside and out, head, heart, and hands. The principles of
Steiner’s theory of vocational education are composed of ‘the principle of wholeness’, ‘the principle of unification’, ‘the principle of living life’ and ‘the principle of imitation’. Steiner intended to achieve of the real man through the principles of the vocational education.
Steiner’s theory of vocational education shows that it is not the labor for money but the work for understanding other world and making a man wholly. Therefore we can rate his theory of vocational education high.

참고자료

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