기초학력 논의에 있어 연구와 실천의 능산적 관계 탐구

Abstract

This study aims to explore the relationship between research (professors) and practice (teachers) through the concept of Natura Naturans based on Spinoza’s philosophy, in the context of discussions on learning capability. The study first examines how the relationship between professors and teachers has historically been shaped in South Korea's learning capability-related discussions. It then applies Spinoza’s concepts of Natura Naturans and Natura Naturata to theoretically reinterpret the nature of their relationship. Based on this framework, analytical criteria were developed and applied to analyze the narratives of professors and teachers who participated in a professional development program focused on learning capability.The study found that despite attempts at collaborative knowledge creation, the training program remained largely characterized by one-way information delivery due to institutional constraints and limited teacher participation—reflecting the nature of relationships similar to Natura Naturata. Nevertheless, at the micro level, instances of intellectual and practical exchange emerged, revealing the potential for generative collaboration and mutual growth even within a limited structure. Based on these findings, this study argues that the space where professors and teachers engage should evolve into a productive relationship based on co-creation beyond the transfer of knowledge. Such a relationship should move beyond binary models like “producer–consumer” or “knowledge deliverer–knowledge receiver,” and instead envision both as co-producers, jointly generating knowledge through their respective expertise and insight—embodying the principles of Natura Naturans. Furthermore, the study proposes key directions and strategic approaches for reconstructing professional development programs on learning capability as collaborative spaces where professors and teachers co-construct the curriculum and engage in the co-creation of educational knowledge.