루소의 자연에 따르는 교육 개념
Rousseau’s Conception of Education according to Nature
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이 논문은 루소의 ‘자연적 교육’ 개념이 소극적 교육과 적극적 교육으로 구성되어 있다고 제안하는 것이다. 즉 전자는 신체적이고 자연적 인간을 형성하는 데 목적이 있고, 후자는 이성을 도야함으로써 미성숙한 감수성을 규제하는 데 목적이 있다논자의 관심은 루소의 자연인의 철학, 그의 인간본성 이론인 열정과 이성의 관계(즉 amour de soi와 amour-proupr의 관계), 그리고 그의 자연에 따르는 교육에 관한 견해에 있다. 그러므로 논자는 인간의 삶과 노동의 산물인 사회적이고 문화적 질서가 어떻게 함께 인간에게 타락하는 영향을 줄 수 있는가, 그리고 교육에 대한 그의 아이디어가 그가 그렇게 존중했던 도덕적 자율성과 평등성과 어떻게 연결되어 있는가를 고찰하지 않는다.
Abstract
It is the purpose of this article to suggest that Rousseau's conception of 'natural education' consists of the negative and positive educations: the one aims at forming physical and natural man by doing nothing, the other regulating the nascent sensibility by cultivating reason. In order to arrive to this, I will consider Rousseau's philosophy, relationship of amour de soi and amour-proupr, and then estimate his natural education. In this paper, my concern is with Rousseau's philosophy of natural man, his theory of human nature(relationship between passion and reason, that is, amour de soi and amour-propre), and his view of education according to nature. And so I need not consider how the social and cultural order, a product of men's living and working together can be a corrupting influence on them, and how his ideas about education are connected with the moral autonomy and the equality he valued so much.
참고문헌 (25)
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