존로크의 자유-개인주의 교육관 (John Locke’s Liberal-Individualist View of Education)

서지정보

· 발행기관 : 한국교육철학학회
· 수록지 정보 : 교육철학연구 / 33호 / 175 ~ 189페이지
· 저자명 : 김성훈

초록

본 논문은 자유-개인주의(인간을 자유롭고 개별적인 존재로 보는)를 로크 사상의 전반을 꿰뚫는 주제로 이해하면서 그것의 교육적 함의를 논하는 것을 목적으로 한다. 그것을 위해 본 논문은 우선 의학자로서의 로크의 모습에 주목해 그의 임상의학에 대한 주장을 개인주의 교육관(교육에서 개인차를 강조하는)과 연계시키고자 한다. 이어 로크의 자유의 개념에 집중하면서 그것이 자유주의 교육관(아이를 능동적인 자유-행위자로 간주하는)을 어떻게 정당화해 줄 수 있는지를 보이고자 한다. 끝으로 본 논문은 로크 교육론에 있어서의 경험과 자유의 문제를 고려하면서 그의 자유-개인주의 교육관이 경험주의 철학과 상호 모순관계에 있지 않다는 사실을 말하고자 한다.

영어초록

On the assumption that liberal-individualism is a key concept in Locke's system of thought, the paper focuses on the educational question: "how does Locke maintain his liberal- individualist position in education?" Framed by this question, the paper first attempts to show the connection between his medical interest and his educational philosophy, bringing the notion of individual difference into the focus. It is followed by an interpretation of Locke's concept of freedom, the goal of which is to clarify the impact of his liberalism on his educational thought. Further it considers the compatability between liberty and experience in Locke's educational thought, which presents a theoretical ground to his liberal philosophy of education.
Locke’s individualist view of education may have been indebted to his strong attachment for the clinical medicine of his age, which emphasizes the different variations of individuals. But it is not at all unlikely that Locke’s individualist position is, in significant measure, due to his liberal claim that humans are born free and born rational. The result is that Locke was dissatisfied with the wholesale methods of education which had become stereotyped in the educational institutions since the Renaissance, and at the same time contended that education can only be properly carried on when the individual child was dealt with as an active free-agent. Locke then believed in freedom. And associated with the human power inherent in individuals, belonging to individuals only, not to groups was the emergence of a new theory of education which regarded a free liberty as the vital condition of a true education. Within this liberal and individualist framework, we can correctly credit him to develop the thesis that freedom is the great secret of education. Meanwhile, in the field of education Locke's approval of liberty is not necessarily in contradiction to his general position as empiricist, since Locke reckons with inner capacity and individual difference while considering the potential limit of experience.
Locke’s maxim that education is primarily an individual matter is in it an implication for the present education: That is, Locke’s rationalist contention that the individual should be treated as rational creature who has power to direct oneself may help us see the philosophic base of child-centred education.

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