헤르바르트의 ‘과학적 교육학’ 개념
J. F. Herbart’s conception of scientific pedagogics
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독일의 철학자 헤르바르트(J. F. Herbart: 1776∼1841)는 교육이론사에서 ‘과학적 교육학’의 창시자라고 한다. 페스탈로찌의 직관 ABC관념이라는 제명의 헤르바르트의 저작은 1802년에 간행되었고, 그 후작으로 교육의 주요한 기능으로서 세계의 미적 묘사에 관하여(1804), 그리고 교육목적에서 얻어낸 일반교육학(1806)이 있다. 세계의 미적 묘사에 관하여의 모두어에서, 헤르바르트는 교육의 목적에 관한 관점에 이른다. 즉 교육의 전 목적은 도덕성 개념으로 요약된다. 그러나 그의 저작은 교육목적을 설정하는 것으로 끝나지 않는다. 그는 교육의 결과인 지식이 어떻게 도덕성으로 전화되는지를 찾아내려고 했다. 그의 연구는 그를 교육과학에 이르게 했다. 교육목적에서 얻어낸 일반교육학에서, 그는 교육하지 않는 교수를 인정하지 않는다. 왜냐하면 심리학의 측면에서 교수는 ‘사고권’을 구축하고 윤리학의 관점에서 교육은 품성을 형성하기 때문이다. 교수 없는 교육은 없다. 따라서 윤리학과 심리학에 근거를 두고 있는, 그의 과학적 교육학은 그가 교수개념을 교육개념 하위에 두는 대담한 단계를 취함으로써 얻어낸 결과이다. 본 연구는 헤르바르트의 교육학의 중심주제인 ‘기술로서 교육’(심리학에서 찾은 교수기술)과 ‘과학으로서 교육’(윤리학에서 발견한 교육목적)이 어떻게 서로 모순되지 않고 관련되어 있는지를 고찰하는 것이다.
Abstract
In this paper, I shall try to examine the central themes of Herbart’s ‘scientific pedagogics’ and to see how education as an art(Kunst) is related to education as a science(Wissenschaft). As I understand, J. F. Herbart(1776-1841) has been called the founder of scientific pedagogics in the history of educational theory. His work entitled Pestalozzis Idee eines ABC der Anschauung was published in 1802. This was followed by Über die Ästhetische Darstellung der Welt als das Hauptgeschäft der Erziehung(1804), and Allgemeine Pädagogik aus dem Zweck der Erziehung abgeleitet(1806) In the opening words of Über die Ästhetische Darstellung der Welt, Herbart come to the point on the end of education. “The one and the whole work of education may be summed up in the concept of morality.” But his work did not stop with setting goals. He had tried to find out how knowledge, the outcome of teaching might be converted to morality. His research carried him over into the science of education. In his Allgemeine Pädagogik aus dem Zweck der Erziehung abgeleitet, he recognize no teaching which does not educate. For teaching builds the ‘circle of thought’; education, the character. The latter is nothing without the former. For Herbart, the will is not a faculty to be trained but a structure to be built, and the building blocks with which it is formed are the ‘presentation’; it has its roots in the ‘circle of thought’. Thus, Pedagogics as a science is based on ethics and psychology. Viewed, then, on its ethical side, pedagogics is a science, but in its relation to psychology it is an art. Before Herbart, only at a second stage was an attempt made to determine how teaching could be supported by education and education could be by teaching. Herbart, on the contrary, took the hold step of subordinating the concept of teaching to that of education in his educational theory. This is what Herbart’s reforming pedagogics revolutionized the relationship between education and teaching. Herbart’s notion of educating teaching is thus created and central to his philosophy of education. Therefore, this concept of ‘educating teaching’ represents the transition from Herbart’s philosophical system to his pedagogics.
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