패러다임 변혁으로 본 자유교육의 의미 (The Paradigm Shift and the Nature of Liberal Education)

서지정보

· 발행기관 : 이화여자대학교 교육과학연구소
· 수록지 정보 : 교육과학연구 / 40권 / 2호 / 1 ~ 27페이지
· 저자명 : 김정래

초록

이 글은 인류 문명 패러다임의 변혁에 따라 달리 규정되는 자유교육의 특징을 탐색
하기 위한 것이다. 이를 위해서 자유교육의 의미를 세 가지로 파악하고, 이들이 역사적으로 어떻게 변모· 발전하였는가를 검토하였다. 전통사회 패러다임에서는 실생활과 유리된 내재적 가치를 자유교육의 특징으로, 산업사회 패러다임에서는 인문학과 자연과학, 인문교육과 직업교육의 대립선상에서 자유교육의 특징을 파악하였다. 특히 현대사회에서 자유교육의 정당화 방식은 다양하게 전개되는데, 허스트의 선험적 정당화, 헛친스의 고전학습의 가치부활을 통한 정당화, 듀이의 실용주의적 접근 등이 이를 대표한다. 이와는 달리 정보화 사회 패러다임 속에서 자유교육은 ’분화‘와 대비되는 두 가지 ‘융합’ 양상을 확인할 수 있다. 하나는 가치융합에 따른 프로네시스의 ‘해결방안모색’이라는 특징을 요구한다는 것이고, 다른 하나는 자유교육이 가치융합뿐만 아니라 활동영역의 융합을 도모하기 위한 새로운 면모를 지님을 논의하였다.

영어초록

The paper has tried to examine what has been taken as the main features of liberal education. This task is a preliminary one to show what characteristics of liberal education are to be under the paradigm of knowledge-based society. For this the brief history of it has been critically reviewed, in particular, in the light of the paradigm shift. By 'paradigm' I mean the civilization shift which enables us to distinguish into three kinds: the traditional, the industrial, and the knowledge-based paradigms. Since the ancient Greeks sought the concept of arche, the notion of liberal education has been established to set men free from some detrimental errors of human mind and mistakes of human conducts. Under the traditional one, the nature of liberal education has been understood as intrinsic and ultimate. On the other hand, under the industrial paradigm, the paramount features of liberal education have been found in the contrast schemes such as humanistic vs natural studies, general vs vocational education and so forth. The modern justifications for liberal education are the transcendental one as Hirst puts, the value of classical learning derived from perennialism as Hutchins tries, and the like.
Apart from those in the traditional and the industrial society, the significance in praxis and phronesis has been recommended and confirmed from the paradigm in the knowledge-based society. The senses of praxis and phronesis, however, go beyond the ancient Greek one although they originate from it. The key-concept from this is 'fusion' contrasted with 'fission' drawn between thee main three activities since Aristotle, and the practical situations in the new paradigm also require the passionate notions like 'design', 'story-telling' and so on, as Pink puts. The concept of fusion has been taken into account of ones in the both realms: the epistemological and the axiological ones. The former concept of fusion lies in problem-solving activities and the latter in the dissolving value-conflict such as in liberal values, civic values and vocational values, as Winch has established to fuse all together. Thus these should be taken into account to consider the new version of liberal education under the knowledge-based paradigm, so as to set free the 21st century persons, which enables us to fuse between reason and passion as well as between theory and practice.

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