교과의 성격

서지정보

ㆍ발행기관 : 한국교육학회 ㆍ수록지정보 : 교육학연구 / 32권 / 1호
ㆍ저자명 : 홍은숙

목차

요 약
Ⅰ. 문제의 제기
Ⅱ. 도덕교과의 예: 여러 종류의 “정직”
Ⅲ. 교과의 성격 : “단순화된 교과관”의 비판
Ⅳ. “지식교육”의 의미 : 논리적 구분과 실제적 구분
Ⅴ. 교육적 촛점의 변화 : “사회적 인간활동”의 개념
Ⅵ . 결 론

Abstract

한국어 초록

본 연구는 교육의 다양한 측면들， 예컨대 명제적 지식 뿐만 아니라， 정서， 가치， 인격， 기술，창의력 등의 교육의 제 요소를 어떻게 균형있게 가르칠 수 있는가 라는 문제를 다룬다. 이 문제를 살펴 보기 위하여， 먼저， 상식적 접근 방식 중의 하나인 “모자이크식 접근 방식” 및 그것에 깔려 있는 “단순화된 교과관”이라는 가정과 “교과목 사이의 분업”이라는 가정을 검토 비판한다. 이에 대한 대안으로서 본 연구에서는 “통합된 교육관”을 제시한다. 교과의 통합적인 성격을 드러내기 위한 개념틀로서 MacIntyre의 “사회적 인간활동(a practice)" 의 개념을 소개한 후， 교육의 촛점이 명제적 지식에서 그 명제가 나온 배후의 활동 자체로 옮겨져야 한다는 사실을 주장한다. 이러한 논의를 통해서 본 연구에서는 교과의 성격이 어떠해야 하는가를 드러내고자 한다.

영어 초록

Teaching propositional knowledge has been emphasized in education. But teaching propositional knowledge cannot be the whole of education. There are other aspects of education such as acquisition of skills, education of the emotions, formation of character, development of judgment, sharing histories and traditions, which cry out for educational concern. This study deals with the problem of how to consider these various aspects of education in a coherent way in school.
One approach to this problem may be to add education of the emotions, education of the skills, education of the virtues, etc. to education of propositional knowledge one by one. Is this “ piece-by-piece approach" or “mosaic approach” solve the problem? This approach may somewhat lessen the problem of exclusive emphasis on intellectual education. However, there are problems which cannot be solved by this approach. Furthermore, this approach could cause a more fundamental problem in education. Thus, I criticize the piece-by-piece approach, examining its basic assumptions by exploring the case of science.
One assumption of the piece-by-piece approach is “the simplified or purified view" of a subject- matter such that one aspect is exclusively emphasized while other aspects are got rid of. For example, science as a rigorous discipline based upon logic and rationality is frequently regarded to be free of passions, intuitions, virtues, and action. However, science is not a static system of propositions but an activity which requires one’s style to do it.
In order to show the active nature of a subject-matter, 1 suggest to use the concept of “ practices," following MacIntyre’s definition of “ practices" in his book, After Virtue. By understanding the nature of a subject- matter in terms of “ practices" we can solve the problem of intellectual education in a more unifying and coherent way.
This is a philosophical study to the problem of how to consider various aspects of education. 1 reveal some underlying assumptions and criticize them, suggesting an alternative approach. But I provide only a conceptual scheme. So we need further study for practical application.

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