『국부론』에 나타난 아담 스미스의 교육론
Adam Smith’s Ideas on Education in The Wealth of Nations
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초록
이 글에서는『국부론』에 나타난 교육사상가로서의 아담 스미스의 모습에 주목하였다. 구체적으로『국부론』을 교육적 의미 해석이 가능한 텍스트로 가정하면서 그 안에 담겨 있는 스미스의 교육적 관념들(ideas)을 고찰하였다. 이 글의 본문은 크게 세 부분으로 이루어져 있다. 우선『국부론』에 나오는 스미스의 인간자본의 개념을 소개하면서 교육이 경제적 부의 증대를 위한 개인적·사회적 투자라는 오늘날에도 여전히 유효한 논의를 전개하였다. 다음으로 스미스가『국부론』의 모토인 자연적 자유의 원칙을 교육의 영역에 어떻게 적용하고 있는지를 살펴보았다. 스미스는 시장 신의 보이지 않는 손을 통한 교육적 구원을 주장하면서도 노동자 계층의 자기개선을 위해서는 정부의 교육적 간섭이 필수 불가결하다는 입장이었다. 마지막으로 스미스자신의 경험이 녹아있던 그랜드투어의 문제를 다루었다. 스미스는『국부론』에서 청소년기의교육적 외유를 득보다는 실이 많은 해로운 관습으로 간주하면서 당시 영국에서 성행하던 그랜드투어의 위험성을 경고하였다. 이 글은『국부론』에서 스미스가 제안하고 있는 교육적 명제들을 한데 묶어 제시하되, 그것들에 현대적 의미를 부여함으로써 그동안 저평가되었던 스미스의교육사상가로서의 면모를 제고하는 데 궁극적으로 목적이 있다.
Abstract
This study is an attempt to read The Wealth of Nations from the educationalperspective. The case proceeds by examining three topics derived from Adam Smith’sarguments and recommendations on education. The first begins with Smith’s concept ofhuman capital, the reward of which must reflect the investment embodied in it. Smith’semphasis upon the expected rate of return on human capital implies that he thought ofeducation or training as a profitable investment both for the individuals concerned andsociety as a whole. The second topic turns on Smith’s natural system of liberty, wherethe emphasis falls on the issue of education. Notably in the first chapter of Book V,Smith proposed his laissez-faire theorem of education highlighting that from rivalryexcited by an unrestrained competition springs excellence in education. Smith’smessage is simple: The quality of education depends on the extent to which self-loveand efforts to better his condition for himself or society are allowed to prevail. Giventhe significance of private enterprise in a free education environment, however, it isimportant to be reminded of the point that Smith recognized a place for publicintervention which was for the special benefit not of ‘people of some rank and fortune’but of ‘the common people.’ The final topic has Smith express his views on the matterof foreign travel as an educational venture. Smith brought out the point that acontinental sojourn called The Grand Tour is a very ‘absurd’ practice, whose repute asthe final stage of an English gentleman’s education was one of current significance. Asan educational research this study argues that no apology is needed for regardingSmith as an educational thinker, and I confidently anticipate that this will remain trueof choosing The Wealth of Nations as a remarkable text on education.
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