칸트의 교육문제: ‘강제 속에서 자유의 계발’
On Kant’s Pedagogical Problem: ‘Cultivation of the Freedom by Educational Force’
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초록
이 논문은 칸트의 교육학 강의에서 등장하는 ‘자유와 강제의 결합’이라는 교육문제를 분석의 대상으로 삼는다. 칸트의 정식은 역설 혹은 모순으로 간주되기에 충분해 보인다. 하지만 그 속에는 교육실천에 대한 보다 깊은 성찰이 숨어 있다. 말하자면, 교육학의 관심과 과제는 교육적 강제가 학습자의 자기강제로 인식되고 인정될 수 있는 합당한 길을 모색하는 것이다. 여기서는 먼저 그러한 역설적인 문제제기에 포함된 칸트의 성찰을 해석함으로써, 소극적으로, 교육은 도덕적 각성에 도달하기 위한 강제적 수단이라는 교육관을 넘어서고자 한다. 보다 적극적으로는, 교육실천은 ‘교육적 강제와 자유 함양의 동시성’으로 특징지어진다는 것을 드러내고자 한다. 즉, 그것은 교육의 특정유형에 국한된 국지현상이 아니라, 교육 전체를 관통하는 근본적인 구조라는 것을 보여주고자 한다. 마지막으로 그러한 주장에 근거하여 칸트의 교육개념을 조망하고자 한다.
Abstract
This paper deals with Kant’s pedagogical problem, which is raised in his transcript of pedagogical lectures. Kant asks himself: How can I develop the freedom by force? From then on a difficult question is handed down which can be characterized as a paradoxical combination of freedom and force in education. Kant’s formulation of the so-called pedagogical paradox is however not simply to solve by some persuasive arguments concerning didactical methods. It seems to contain a serious way of pedagogical thinking or perspective which enables us to reflect more profoundly on the coexistence of freedom and force in the education. This paper tries to arrive at such a new horizon of pedagogical thinking by analyzing the primitive form of education named “discipline” on the one hand and by interpreting the educational force into two different meanings on the other hand. The primary aim of this paper is to overcome the misunderstanding of Kantian concept of education: Education is only an unevitable force which is regarded as an efficient means to evoke moral convictions. Moreover it aims at a new insight in the characteristic of pedagogical practice named ‘the coexistence of freedom and force’ which is not restricted only in a special form of education, but penetrates all the forms of education. The last goal may be a more comprehensive understanding of Kant’s concept of education which can give us some insights in the educational freedom and force.
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