비대면 수업은 왜 불편한가?: 원격성 개념에 대한 교육철학적 검토

Abstract

What kind of educational assessment should be given to tele-education today, which tends to become the norm since the outbreak of COVID-19? This paper examines the philosophical grounds upon which the current optimism and pessimism toward the educational possibilities of online teaching tend to rest, in order to find out the educational merits and demerits of tele-education. In doing so, this paper reformulates the original question as follows: How should we assess the mediated forms of knowledge or experience by tele-education, as opposed to the direct forms of knowledge and experience in education? Traditional forms of education rewards us with ‘direct’ or ‘real’ forms of experience, and so has been more valued than any other mediated forms of education. Since mediated experience lacks certain key qualities that un-mediated experiences retain, education through mediated experience tends to be regarded as inferior in teaching and learning. But is such view epistemologically well-founded? To give a balanced answer to this, this paper examines and contrasts two different perspectives, by Michael Idinopulos and Hubert Dreyfus, on the concept of mediated and unmediated experiences involved in tele-education. This examination leads us to the useful conceptions in understanding the practice of tele-education: the conceptions of epistemic and technological transparency as two distinct conditions that may lead to direct experiences in the practices of tele-education. In conclusion, we suggest the conceptual significance of epistemic transparency in online teaching, illustrate the key features of real experiences that is unlikely to be secured even by technological transparency, and finally pinpoint the possibilities and limitations of online teaching in terms of direct experiences in education.