서양 고대 교육문헌에 나타난 본성 대 양육 논쟁
The Nature-Nurture Controversy in Ancient Education Literature
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참고문헌
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초록
이 글은 고대 그리스 사회에서 정치적 이해관계로부터 출발한 본성 대 양육 논쟁이 교육적인 문제로 전환되는 기원전 500년 이후 이 주제를 교육적인 관점에서 접근한 서양 고대의 문헌들을 살펴보고, 그 결과로서 본성과 양육 문제를 둘러싼 고대인들의 교육 담론을 이해하는 데 목적이 있다. 이를 위해 필자는 기원전 5-4세기의 그리스 교육문헌들을 필두로 하여 본성 대 양육 논쟁과 관련된 헬레니즘 및 로마 시대의 교육문헌들을 분석 대상에 포함시켰다. 구체적으로 본성 대 양육이라는 이론적 틀 속에 범주화시킬 수 있는 6명의 고대의 교육저술가를 선별하여 그들의 교육 저작들에 나타난 본성과 양육의 문제를 고찰하였다. 이 작업은 서양 고대사회에서 본성과 양육의 문제를 둘러싸고 다양한 교육 담론이 존재했음을 규명해 보았다는 점에서 의미를 찾을 수 있겠다. 최소한 이론적인 관점에서 자연적인 본성을 우선시하는 입장(플라톤과 크세노폰), 인간의 간섭을 중시하는 입장(아리스토텔레스와 플루타르코스), 그리고 자연과 인간 사이에 거주하는 입장(이소크라테스와 퀸틸리아누스)이 병존하고 있었음이 드러났다.
Abstract
As an educational research, this study focuses on meaning and perspective related to the nature-nurture controversy in antiquity. After a brief introduction to the political and intellectual background of the nature and nurture debate in ancient Greco-Roman society(Chapter I), a particular attention is paid to the two competing interpretations concerning the age-old controversy as to the relative importance of nature and nurture. The one holds the nature position envisaged by Plato and Xenophon, with the view of defending the predominant importance of nature at the expense of nurture(Chapter II). The nurture position of Aristotle and Plutarch, on the other hand, reveals the humanist cause of the controversy that finds its reason in ‘the teachability of arete[virtue]’(Chapter III). Once a proportional discussion of the dual meanings of the nature-nurture antithesis, the study moves to set the two factors of nature and nurture in the proper perspective. Accordingly, a discussion is provided of a third perspective for the nature-nurture controversy; while addressing the moderate position of Isocrates and Quintilian that enables us reconcile the extreme claims of nature and nurture(Chapter IV). At the core of this attempt is the assumption that the nature-nurture doctrine should be on the formula of ‘nature + nurture’ rather than ‘nature vs. nurture,’ with which we burden our visions of educational change(Chapter V).
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