자크 랑시에르를 통하여 보는 한국 문화예술교육의 특징

Abstract

A French philosopher Jacques Rancière’s way of thinking can function as a new theoretical basis for explaining, re-examining, or rationalizing the concepts and premises in Munwha yesul kyoyuk (Cultural Arts Education) of Korea. Rancière’s philosophy is particularly useful for explaining the characteristics of Munwha yesul kyoyuk such as ‘self-motivated learning,’ ‘exploration of the sensible,’ and ‘openness toward various activities.’ Jacques Rancière advocates Joseph Jacotot’s method of education called the Universal Education. In this pedagogic method, the schoolmaster does not ‘teach’ but only ‘encourage’ students. The Self-motivated learning found in the Universal Education Jacques Rancière supports has similarities with the philosophy of Munwha yesul kyoyuk that emphasizes students’ self-exploration of the artistic forms. Jacques Rancière argues the emancipation of men by rejecting “the distribution of the sensible.” He maintains that the arts and aesthetic experiences cannot be monopolized by any privileged group or class. In this respect, Jacques Rancière’s philosophy has a lot in common with the philosophy of Munwha yesul kyoyuk that maintains everyone in the nation has the right to access to the arts. Also, Rancière’s rejection of ‘distribution’ can provide Munwha yesul kyoyuk with new point of view that admits new elements of arts. As the rejection of ‘distribution’ is what is free from the established structure or value system, adopting the idea of rejecting ‘distribution’ can make Munwha yesul kyoyuk more open to any form that is not conventional in the established system. Jacques Rancière’s philosophy can be theoretically useful for Munwha yesul kyoyuk with the new points of view it provides. At the same time, as Munwha yesul kyoyuk may be the form that is closest to the practices of the aesthetic senses of humans, Rancière’s philosophy may achieve the most practical results in Munwha yesul kyoyuk of Korea.