무용교육 패러다임 변화요인으로서의 포스트모더니즘

Abstract

This research interpreted postmodernism as a new cultural logic comprehensively calling the cultural phenomenon which has shown up with the advent of a socil life and a new-way economic order since the 1960s. As an individual’s point of view changes as he or she goes through the real world, the paradigm of dancing education gets related to society, economy, and the cultural change and speed. A shift toward the information and knowledgebased society has created craving for new social and cultural desire, education has stressed creativity based on the knowledge, not the acquirement of simple knowledge itself, and the art education has focused its paradigm on creativity and experience education as well. This research saw the starting point of a change in the paradigm of dancing education comes from ideologies in the age prior to postmodernism, not from a postmodern society. It is aimed at analyzing what factors played a leading role in changing the paradigm of dancing education by the relationship between arts education and dancing through the characteristics of postmodernism, and exploring the changed goals of dancing education by taking part in postmodern society. The capitalistic ruling ideology had taken control over life, thinking, culture and art, in reaction to which postmodernism came into being. While modernism was frentically in pursuit of high-level specialization in the field of each and every culture, and communicated with one another in their own language, postmodernism criticized such an incommunicable state and began to break down the boundary of life and culture. The special features of postmodernism arts like that have brought about transformation in the way people see and experience the world, and the social and cultural desire has been wary of the authority of knowledge which logical thinking can enjoy. As a result, a not-solid way of thinking as to new values in terms of the newly-appearing paradigm of dancing education has turned itself into the stepping-stone by which the change in paradigm towards creativity and experience education took place. Abstract A study on the postmodernism relationship as the factors of changes in the paradigm of dance education 37 Therefore, dancing education can be included in the knowledge structure intended for an age-conscious education, and the display of sensibility, sensitivity, and creativity has emerged as the diversification of creative ideas which has been seen as individual and insignificant. Dancing, as a form of knowledge and experience, is a kind of method to convey and organize individual perceptions, which came to recognize an individual as a perfect one. So the transformation in one’s view on the plural and cultural knowledge, as a whole-person education, which includes new ideologies and generalize consciousness through participation, can tell us the change and direction of dancing education paradigm which should go on in human beings’ life