세계화 시대에 존 듀이 다시 읽기: 세계화, 민주주의, 그리고 교육 (Rethinking John Dewey in Global Times : Globalization, Democracy, and Education)

서지정보

· 발행기관 : 한국교육철학학회
· 수록지 정보 : 교육철학연구 / 35호 / 151 ~ 165페이지
· 저자명 : 김성훈

초록

본 논문은 신자유주의적 세계질서 하에서 사회적 다수가 직면하고 있는 삶의 위기로서의 민주주의의 위기가 어디에서 비롯된 것인지를 진단하고, 그 해결을 위해 듀이의 민주주의 철학과 그것의 교육적 함의를 재고하는데 목적이 있다. 기본 가정은 세계화 시대의 참여 민주주의의 위기는 기본적으로 삶의 위기로 이해되어야 하며, 인간을 협동적인 공동체 속에서 창의적인 자기 발달을 추구해 나가는 사회적 개인으로 보는 듀이의 사회-민주주의 이상은 그 대안으로 고려될 수 있다는 것이다. 본 논문은 세 부분으로 구성된다. 우선 듀이의 삶의 방식으로서의 민주주의의 개념에 주목해 세계화 시대의 삶과 인간성의 위기를 설명할 것이다. 이어 듀이의 사회적 다수의 삶과 공동체적 경험을 강조하는 민주주의 철학과 그것의 “산파”로서의 교육의 역할을 논할 것이다. 끝으로 듀이의 사회주의적 이상과 그것에 토대를 두는 민주주의 교육철학의 현대적 의미를 고려할 것이다.

영어초록

The author's initial point of departure is Dewey's concept of democracy as the truly human way of living. From this deep, life-embedding meaning of democracy this study argues that the crisis of democracy in the era of globalization should be understood from its broader life-related perspective rather than from its narrow and direct political consequence like the shaking of participatory democracy. The reason is that the current trend of global integration based on the radical free-market theory called neoliberalism results in destroying the life of the majority of people while serving the needs and interest of the few political and corporate elites. Moreover, contemporary economic globalization weakens the belief in human potential in the sense that it regards humans as instrumental market agents. Under the neoliberal world order, then, human nature that is creative and social could be degraded and the market way would be a great threat to democracy as a fuller life.
Being framed by this critical perspective this study invites attention to Dewey's social-democratic philosophy and its educational implications in order to provide a possible alternative to the neoliberal market paradigm regarding human life and education. According to Dewey, there is an organic connection between the individual and society. This means that the individual needs to develop his social self in and through education. For this purpose, Dewey wanted the school to be a miniature community in which each child by intercourse with others becomes a social being. By the same token, he encouraged the social spirit or motive in education which is the product of people living together and doing certain things in common, and sharing in each other's activities and experience. Moreover, Dewey's belief in the best interests of the people at large helps us see the democratic cause of schooling: That is, in a democratic society the first priority of education should be the preservation and nurturing of the social majority, and particularly the victims of a given system. Dewey was then committed to reconstruct democratic school life on the ground that what schooling is about is not the individualistic value assigned to self-sufficiency and competitive achievement, but the collective norm based on mutual tolerance, cooperation, and collaborative relationships.
In such a social climate, Dewey challenged the idea of education as related to individual achievement and sought to reorganize the school as a cooperative community in which each can take his own part and make his own contribution. It is from this vision of the good life held by associated individuals that we can see the soul of Dewey's democratic philosophy and consider his model of school democracy as a counter paradigm of the neoliberalist model of education, because apart from the market statement that education is a form of economic investment for the talented few Dewey conceived education as a human service whose goal is to care the life ground of the great number of average people. Dewey's social ideal, democracy then teaches us that everyone has a legitimate claim for his life-experience, and that at the centre of schooling there must be the question of how to share a life together rather than the question of how to increase monetary value in the market.

참고자료

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