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인본주의적 교육과정 인식론에 대한 열린 고찰: 포스트휴머니즘적 비판을 중심으로

Open Reflection on the Humanistic Curriculum Epistemology: With a Lens of Posthuman Criticism

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한국열린교육학회 (The Korea Association of Yeolin Education)|2020.11|열린교육연구 (The Journal of Yeolin Education)|제28권 제5호|pp. 49-78|DOI http://dx.doi.org/10.18230/tjye.2020.28.5.49

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참고문헌

키워드

포스트휴머니즘신물질주의posthumanismnew materialism객체지향존재론포스트현상학post-phenomenology교육과정 인식론비대표성이론curriculum epistemologyobject-oriented ontologynon-representative theory
주제분류교육학

초록

본고는 최근 4차산업혁명이라는 급격한 정보통신기술의 발달이 지식생태계의 변화를 초래하고 있는 상황 속에서, 학교교육을 위한 교육과정 인식론(epistemology)에 어떤 변화가 요구되는지를 논의하였다. 본고는 이러한 교육적 인식론의 변화를 포스트휴머니즘을 통해 설명하고자, 그 세 가지 이론적 기반인 신물질주의(new materialism), 객체지향존재론(object-oriented ontology), 그리고 포스트현상학(post-phenomenology)의 차원에서 학교지식의 방향성을 논의하였다. 이를 위해 구체적 연구문제는 다음 두 가지이다. 첫째, 신물질주의, 객체지향존재론, 그리고 포스트현상학 각각은 어떤 이론적 관점을 통해 포스트휴먼적 학교 지식에 시사점을 제공하고 있는가? 둘째, 기존의 학교 지식(지식의 범주화 및 인본주의적 학습이론들)은 한계점은 무엇이며, 포스트휴머니즘은 어떤 인식론적 대안을 제시하고 있는가? 본고의 핵심적인 주장을 정리하면 다음과 같다: 첫째, 현 인류의 환경적, 생태적 위기의 한 원인이 되는 인류중심주의적 지식생태계에서 벗어나서, 미래 사회에서의 인간, 자연, 그리고 기술의 관계성을 새롭게 정립하기 위한 대안적 인식론이 필요하다. 둘째, 그 대안으로서의 포스트휴머니즘은 모든 존재들(즉, 동식물, 사물, 도구, 물질 등)에게 능동성과 주체성을 부여함으로써, 인간의 경험(학습)이 세상의 모든 존재들과의 상호의존적 관계맺음을 기반으로 이루어져야 한다. 셋째, 포스트휴먼 시대의 학교 지식의 성격과 학습 방식은 기술적 변화가 가져온 가상현실, 피드포워드, 뉴미디어 등의 성격을 반영하여 이루어져야 한다. 본고의 논의는 포스트휴머니즘 시대에 요구될 학교 지식의 변화에 시사점을 제공해줄 수 있을 것이다.

Abstract

This paper discusses how curriculum epistemology could be transformed under the unprecedented changes of the ecology of knowledge, prompted by the sheer development of information-communication technology. The paper argues that posthumanism, consist of new materialism, object-oriented ontology, and post-phenomenology as the kernel theories of it, would be an alternative epistemological standpoint for school knowledge. Two main research questions are discussed to address the argument. First, what sort of theoretical understandings do new materialism, object-oriented ontology, and post-phenomenology provide that have significant implications for posthuman school knowledge? Second, what are the epistemological limitations of the existing school knowledge and what can the posthuman theories suggest as alternative solutions to overcome such drawbacks? This main findings of this paper’s arguments are: 1) humancentric ecology of knowledge is the primary source of the current ecological crisis, which requires an alternative epistemology for school knowledge, 2) as posthumanism endorses the equal agency and subjectivity for all entities in the world, human learning and experience should be aligned with the intra-active assemblage with them, 3) posthuman pedagogy should consider how to adopt the technological changes enticed by the phenomenon, such as virtual reality, feed-forward, and other new media. This paper’s argument may facilitate open discussion for the issues around curriculum and school knowledge.

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