자연과 환경 교육으로서의 미술 - 미술교육과정상의 문제점 분석 및 해결을 위한 이론적 고찰 -

Abstract

The ultimate purpose of school education is to satisfy the need both in each person and society. Ecological crisis is one of the urgent issues over the world. The elementary school in South Korea has not properly handled on this global issue through art education even though there has been a rapidly growing concern on the issue in it's society. This trouble has been related with the following facts. First, the educational goals and contents in art education which related to nature and environment are centered on a view of anthropocentric nature. Second, the concept of art as educational means for understanding of beauty in nature and environment is based upon formalism in aesthetics. Third, a view of anthropocentric nature also has been influencing on learning and teaching in art education. Epistemology we have on nature broadly includes anthropocentric view of nature and ecological view of nature. In the anthropocentric view of nature the criteria for the importance and necessity of nature in the world is centered on human's need. And the purposes of art education in this view of nature focus on how to understand nature as useful sources for human life, on how to use them properly, and on developing the attitude to conserve and take care of them. Instead, in ecological view of nature, the criteria for the importance and necessity of nature in the world is based upon the relationships among things in nature. And human being is considered as one of things in nature. Art educational approaches to nature focus on understanding of things in nature as living organism, on seeing nature not as materials and means for human's need but as beings like friends of human, and on developing the attitudes to keep the relationships with those friends. Formalism in aesthetics deals with characteristics of external shape of things only focusing on graphic elements such as lines and colors and their compositional relationships. Inner contexts to the thing are totally excluded. Therefore understanding of nature in art education in this aesthetics do not deal with internal understanding of nature. Environment aesthetics deals with external and internal understanding of things focusing on their relations, which is closely related to the ecological view of nature. Along with these, the facts in educational environments which affect the practice of art education for nature are creativity-centered art practices, the effects of modernistic concept of aesthetic experience, and the changing environment for school art education by the ongoing development in modern science and rapid economy. In spite of all obstacles mentioned above, problems could be lessened by school teachers' efforts to develope their understanding in theoretical knowledge on epistemology, aesthetic approaches to nature, and school environments, which related with art and education.