교과의 내면화의 의미에 관한 소고: 판단력과의 관련

Abstract

In this study, I would like to briefly explore what Kant's reflective judgment has on the internalization of school subject matter. The principles of aesthetic judgment and teleological judgment―these judgments are examples of reflective judgment―are generally the principles of harmony between nature and the faculties of our mind, the principles that nature accompanies our purposes or the principles of experience as a system. Or, they can be expressed as the principles of the possibility of knowledge. According to I. Kant, when performing reflective judgment based on these principles, our imagination and understanding flow freely. However, criticism is often raised that the principles of reflective judgment cannot have epistemological significance in the full sense because it has a purely subjective character. In this regard, this study intends to examine the issue of whether reflective judgment can be interpreted as the principle of 'reflective orientation'. When interpreting reflective judgment as the principle of orientation, imagination is understood to play the role of constantly producing imaginary counterparts of ideas, which give systematization to the concept of the understanding, in which case our understanding is thought to extend through 'aesthetic discrimination'. If aesthetic discrimination is to some extent related to the expansion of our thinking or understanding, I think that it may have some implications for thinking about the internalization issues of school subject matter along with the epistemological significance of reflective judgment.