교육의 내용과 방법으로서의 예술: 오우크쇼트의 예술교육론 (Art as the Content and the Method of Education: Oakeshot on Art Education)

서지정보

· 발행기관 : 한국교육철학회
· 수록지 정보 : 교육철학 / 78호 / 35 ~ 55페이지
· 저자명 : 서용석

초록

In his “Work and Play”, Oakeshot divides al human activites into two distinct categories of ‘work’ and ‘play’. ‘Work’ in its wide sense stands for an activity of satisfying wants in the world, whereas ‘play’ in its wide sense an activity which, not directed to the satisfaction of wants, entails an atitude to the world which is not concerned to use it. To ‘play’ belongs two subcategories, which are ‘understanding and explaining the world’ and ‘the activity of poetic imagination’. Interestingly, the poetic imagination is said to be more securely insulated from any liabilty of being confused with ‘work’.
“The Voice of Poetry in the Conversation of Mankind” is usefuly refered to for exploring the nature of poetic imagination and its contribution to the conversation. The participants of the conversation are diverse voices such as the voice of practical activity, the voice of science, and the voice of poetry. Each voice is at once a maner of speaking and a determinate uterance. Nonetheles, when the later is losened from the former, the voice apears as a body of conclusion, losing its conversabilty. The voice of poetry is preminently conversable in that its uterance canot be detached from its maner of speaking or imagining.
It is only with conversabilty of voices that they can apear in the genuine partnership in the conversation. For Oakeshot, education is an initation into the skil and partnership of the conversation. And the voice of poetry plays a pivotal role in carying on the conversation by inspirng other voices with their inherent conversabilty. The place that the voice of poetry takes in education for conversation can be considered in two aspects. Poetry is what should be taught in education.
And it also refers to the poetic character of al human activity. Poetry can then be regarded as the method that should be complied with when the teacher and the learner engage with other voices.

영어초록

In his “Work and Play”, Oakeshot divides al human activites into two distinct categories of ‘work’ and ‘play’. ‘Work’ in its wide sense stands for an activity of satisfying wants in the world, whereas ‘play’ in its wide sense an activity which, not directed to the satisfaction of wants, entails an atitude to the world which is not concerned to use it. To ‘play’ belongs two subcategories, which are ‘understanding and explaining the world’ and ‘the activity of poetic imagination’. Interestingly, the poetic imagination is said to be more securely insulated from any liabilty of being confused with ‘work’.
“The Voice of Poetry in the Conversation of Mankind” is usefuly refered to for exploring the nature of poetic imagination and its contribution to the conversation. The participants of the conversation are diverse voices such as the voice of practical activity, the voice of science, and the voice of poetry. Each voice is at once a maner of speaking and a determinate uterance. Nonetheles, when the later is losened from the former, the voice apears as a body of conclusion, losing its conversabilty. The voice of poetry is preminently conversable in that its uterance canot be detached from its maner of speaking or imagining.
It is only with conversabilty of voices that they can apear in the genuine partnership in the conversation. For Oakeshot, education is an initation into the skil and partnership of the conversation. And the voice of poetry plays a pivotal role in carying on the conversation by inspirng other voices with their inherent conversabilty. The place that the voice of poetry takes in education for conversation can be considered in two aspects. Poetry is what should be taught in education.
And it also refers to the poetic character of al human activity. Poetry can then be regarded as the method that should be complied with when the teacher and the learner engage with other voices.

참고자료

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