‘정서교육’으로서의 교과교육: 콜링우드 예술이론의 관점

Abstract

This study aimed to reveal the educational implications of Collingwood’s theory of arts, i.e., his philosophical analysis of the nature of emotions and their expression and understanding. Recent social and cultural changes, such as “life without authority” and “the era of artificial intelligence,” provide an external opportunity to focus on the importance of emotional education; however, the nature and value of emotional education should be elucidated in light of the essential nature of education. Although Peters’ view of emotional education, which emphasizes the cognitive nature of emotions, shows the logical possibility of emotional education, it does not provide any significant explanations for the expression and understanding of emotions. Collingwood presents the view that emotions are essentially created by the action of thought and intellect, and emotions do not exist before expression but arise only through expression. Expressing emotion is a language activity that is the “total bodily activity.” Collingwood’s view suggests that emotional education should cultivate intellectual abilities and that school subjects education is itself emotional education. School subject education fosters “intellectual emotions” unique to each subject through various languages. Thus, school subject education has two aspects: knowledge and emotional education. Simultaneously, his views clearly show why teachers as “living humans” who can “feel” and “think” are inevitably required.