MacIntyre의 "사회적 실천"에 대한 교육학적 비판

서지정보

ㆍ발행기관 : 한국교육원리학회 ㆍ수록지정보 : 교육원리연구 / 15권 / 1호
ㆍ저자명 : 김한미

한국어 초록

공동체주의자로 잘 알려져 있는 MacIntyre의 덕 윤리는 윤리학, 정치학뿐 아니라 교육학 논의에도 상당한 영향을 미쳤다. 교육학자들은 MacIntyre의 `사회적 실천`이라는 개념에 특별한 관심을 보이면서 자유교육에 대한 대안으로 `사회적 실천에의 입문으로서의 교육`을 제안하기도 하였다. 그러나 그의 이론은 많은 학자들에 의해 개념적으로나 논리적으로 정치하지 못하다는 비판을 받고 있는데, MacIntyre의 개념틀로는 이러한 비판을 명쾌하게 해명하지 못하고 있다. 따라서 이 논문에서는 MacIntyre가 어떤 점에서 오류를 범하고 있는지에 대한 논증을 시도하였으며, 교육본위론의 `교육소재`라는 개념이 비판을 위한 참조점으로 활용되었다.

영어 초록

In After virtue, MacIntyre criticized the unhistorical treatment of moral philosophy by contemporary philosophers. His arguments have affected many scholars in terms of not only ethics and politics but also education. Some scholars who want to find a new approach, in order to construct an educational theory, have applied his ideas as an alternative; terming it `education as initiation into social practices`. However, his arguments are criticized by some scholars, who insist his terms, concepts and theory are vague and inconsistent. Therefore, in this article I was willing to inquire fallacies in his theory. For this purpose, I have adopted `educational subject matters` of `endogenous theory of education` as a conceptual framework of reference. MacIntyre conceptualized a coherent and complex form of socially established cooperative human activity as `a practice`. The characteristics of this could be summarized as follows; firstly, they have internal goods, secondly, particular traditions and rules, and thirdly, standards to judge excellence. Whereas the concept of `educational subject matters` includes these three characteristics as well as distinctions between `mundane worlds` and `transcendental worlds`, different attitudes towards these two worlds, and the particularity of `mundane worlds` and the universality of `transcendental worlds`. Through this inquiry, I can confirm the concept of `educational subject matters` as being more elaborate than `a practice`.

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