감성－이성의 단일성에 비추어 본 인교육: 실러 『미학교육론』의 교육학 함의

Abstract

The purpose of this study is to understand the concept of the whole-person education by examining Friedrich Schiller's theory on the unity of human personality. Common doctrine of the whole-person education criticizes the prejudice of the so-called knowledge subject, and suggest the harmonious development by increasing moral and artistic subjects. However, the unity of personality is not achieved only by the arithmetic and mechanical balance of the subjects representing the elements of human mind. Kant's epistemology explains how personality can achieve unity through knowledge by identifying the role of reason to construct of sensory intuition and concepts of understanding as an harmonious order. Though Kant's theory helps to understand the unity of personality as a logical assumption of knowledge because of his attention to the unity of man ‘in the state of cognition’, there is the limitation, especially identifying the interrelation of reason and emotions achieved in the state of education. Schiller's theory explains the dynamic process of achieving the unified personality ‘in educational situation’ by the play-drive based on the mutual dependence of sense and reason. In the light of the Schiller theory, the whole-person education is the achievement of personal unity by transforming the senses into the concepts of reason through the teacher-student transaction in every subjects teaching.