공동체로서의 지식사회를 위한 윤리교육의 과제 (Some Tasks of Ethical Education for Knowledge Society As a Community)

서지정보

· 발행기관 : 한국교육철학학회
· 수록지 정보 : 교육철학연구 / 34권 / 4호 / 137 ~ 154페이지
· 저자명 : 홍은숙

초록

오늘날 우리 사회는 지식사회라고 불린다. 지식사회의 개념은 확정된 것이라기보다는 지속적으로 발전해가는 개념이다. 본 연구는 지식사회의 특징 및 그것에서 제기될 수 있는 몇 가지 윤리적 문제를 검토함으로써 지식사회가 바람직한 사회 형태로 발전할 수 있는 기초를 제공하고 이를 위한 윤리교육의 과제를 탐색하는 데 그 목적이 있다. 이를 위해서 제 2장에서는 지식사회의 기본 특징으로서 지식에 기초한 이윤 창출 및 시장근본주의를 설명한다. 지식사회의 이러한 특징으로 말미암아 지식사회의 의미가 ‘지식경제’ 및 ‘시장사회’로 오해되는 현상을 비판한다. 제 3장에서는 지식사회의 전제가 되는 정보사회의 디지털 혁명과 가상공간의 출현이라는 특징을 살펴본다. 그리고 정보사회에 대한 도구적 접근과 공동체적 접근을 비교 설명한 후, 공동체로서의 정보사회의 중요성을 지적한다. 제 4장에서는 지식사회에 대한 시장적 접근의 문제점을 해결하기 위하여 지식사회에 대한 공동체적 접근을 시도한다. 이에 현대적 삶의 양식 및 세계화 사회에 적합한 공동체로서의 지식사회를 제안하며, 그것을 위한 윤리적 측면에서의 교육적 과제들을 논의한다.

영어초록

Our society is called ‘knowledge society’. The knowledge society is the society in which knowledge is the basis of social development and economic profit. The knowledge society contributed a lot to the prosperity of general human life. However, it brought some negative side-effects. The purpose of this paper consists in examining basic features of the knowledge society, showing a direction for developing the knowledge society as a desirable community to live in, and suggesting some tasks of ethical education for it.
In chapter 2, I explained some basic features of knowledge society. The knowledge society is mainly characterized by ‘the pursuit of profit’ and ‘market fundamentalism’. Market fundamentalism is an ideology which believes that the public interest is best served by the accumulated effects of freeing people to pursue their private interests. However, the unlimited pursuit of self-interest does not necessarily serve the common interest of the public good. Here I pointed out the fact that the knowledge society should not be confused with 'knowledge economy' nor with 'market society.' When the knowledge society is understood as the commercialized market society, it could destroy or corrupt itself.
In chapter 3, I explained some basic features of information society, especially the concept of 'digital revolution' and 'the emergence of cyber space'. Here I compared two approaches to information society. One is the instrumental perspective, which regards the technological skills and knowledge merely as an instrument for one's profit or purpose. The other is the communitarian perspective, which regards the cyber space as a reality, as a new form of human life. In the latter case, netizenship and its ethics are important. I argued that this communitarian approach is needed for solving various social problems caused in modern information and knowledge society.
In chapter 4, I argued that we need to approach the knowledge society with a communitarian perspective in order to overcome the social problems caused by mistaken commercialized concept of the knowledge society. I especially dealt with the concept of the knowledge society as a 'globalized society'. 'Globerlized society' should be understood as a society in which the virtues such as tolerance, caring for the disadvantaged, respecting the comprehensive cultures are respected. Then I suggested some tasks of ethical education for the knowledge society. First, we need to teach netizenship, together with its ethics. Second, we need to teach the internal values and ethics of the technological activity in information society or knowledge society. Third, we need to teach various abilities and virtues required for the knowledge society such as creativity, the ability to learn by oneself, communication skills, respecting and caring others, open-mindedness, the love for the community, sharing, equality, etc., Fourth, we need to teach the cosmopolitan citizenwhip for a globalized society, together with the communitarian ethics of caring as well as comprehensive cosmopolitan civic virtues. Finally, we have to teach the limitation of the market value, together with teaching to respect the respective internal goods of each practice.

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