칼 로저스의 교육적 삶과 메타교육

서지정보

ㆍ발행기관 : 한국교육원리학회 ㆍ수록지정보 : 교육원리연구 / 7권 / 1호
ㆍ저자명 : 신기현

한국어 초록

교육은 가치있는 삶의 하나로, 다른 세계와 마찬가지로 우리들의 노력을 통해 발전할 수 있는 분야이다. 교육의 발전은 다양한 변인에 영향을 받겠지만, 교육은 교육 그 자체의 논리를 통해서도 발전될 수 있다. 메타교육은 교육논리에 의한 교육의 발전에 해당하는 것으로, 가르침과 배움을 통해 가르침과 배움의 향상을 목표로 하는 특이한 교육현상을 지칭한다. 이 논문은 칼 로저스의 삶에 나타난 메타교육의 사례를 통해, 메타교육의 가능성과 그것이 구체적으로 전개되는 과정을 보여주고 있다.

영어 초록

The study pursues the question whether it is possible to develop education by education itself and, if possible, what process it would be. Although it is heavily emphasized that education is an important means for political, economical, social, and cultural development, we often fail to put the same emphasis on the fact that education itself would be the end of individuals and society. As education is an important field in the human life in its own right, it should also be the object of our concern to be developed as importantly as other fields. Among many methods, one intriguing idea would be to apply the educational logics and mechanism to the development of education in the same way that they are applied to the development of other fields. There were some scattered arguments about the possibility, but no real progress has been made to substantiate the idea systematically until a theory of ‘meta-education’ was proposed as a part of exploring an endogenous theory of education, which claims that sine education is an autonomous realm, it should be understood by independent concepts and researches distinguished from those of other heterogeneous disciplines such as philosophy, psychology, sociology, etc. As new concepts and ideas have been introduced to reveal the logics inherent to education in this area, meta-education is claimed to be a self-regulated built-in mechanism to maintain the identity of education by itself. This idea is contrasted with the conventional claim that it is inevitable for education to rely on helps from other fields for its development. Meta-education does not deny the importance of support from various fields, but it is claimed that the former is more essential and needs to be preceded to the latter. With this conceptualization as an analytic scheme, this study reviews lifelong career and devotion of C. R. Rogers, generally known to us only as a psychologist who invented client-centered counseling. This study reveals that such a popular understanding is only one aspect of his life. He also made tremendous and outstanding accomplishments in meta-education. By his constant educational experiments throughout his life, Rogers invented and proposed what is called ‘the person-centered education’, which is, in his judgement, a more advanced form of education than ‘the conventional education’. It is particularly remarkable that such evaluation is solidly based on his own experiments and experiences in both forms of education. After realizing through his own learning that the person-centered education is more enriching than the conventional education, Carl Rogers devoted himself to teaching the former education to the people who rigidly followed the latter one. Eventually, his efforts resulted in spreading the new form of education among people under his influence. The main significance of this study lies in uncovering such a remarkable meta-educational fact, which might be ignored due to the lack of an adequate theory.

참고 자료

없음