대학 무용에서 기호嗜好와 미덕美德 교육의 차이

Abstract

In a time where the deterministic and mechanistic world views are considered more prominent than the structures of mind and emotions of people, this study set its purpose to explore the reasons for college dance to ponder the human nature. In order to explore the position of dancing in college education, the classification of dancing in academics and its domain in education were summarized in chronologic manner and proposed the factors of individual identity as a preference and transcendence, where each individual, on one's own initiative, selects and makes efforts to one's own destination, as a virtue. The efforts made by colleges to offer dance as a part of art education is relevant to the history of their liberal education, where dance was detached from physical education, which aimed to form healthy and functional body, and classified as dance and arts education in college dance, where the focus of the education was on the body as the subject of thought, which remembers past experiences and utilize those memories to imagine, infer and apply. Whereas A person granting itself the authority to exclude anything inhuman is a virtue, and a preference is the parental entity of individual identity, as a means to evaluate an object, a virtue applies to the planning and authorizing humanization and serves as the basis for ethical anthropology and universal ecology. The expectation college dance has on education and the requests that it makes are the dancing experiences in the speculation system and are the virtue education, comprising of transcendent and value shifting characters that are selected by individual preferences that enable critical thinking.