전통의 합리성과 교사의 권위:오우크쇼트 전통 개념에 비추어 본 교육과 교육철학

Abstract

In recent times, significant concern has arisen regarding the crisis of teachers’ authority in the educational field. Despite this concern, people are hesitant to consider utilizing tradition to restore this authority. This study aims to examine the logical relationship between education and tradition and to justify tradition and the authority of teachers standing on the succession of tradition according to Michael Oakeshott’s perspective. Oakeshott proposes that, first, the ambiguity of tradition is a characteristic of the capability that tradition provides to the agent. The reason tradition seems irrational in the modern era is that it appears ambiguous as the basis or source of performance. However, this ambiguity of tradition is due to the three dialogical or dialectical relationships assumed within it: the mutual relationship between the individual agent and tradition, the continuous pursuit of understanding between what is already known and what is yet unknown, and the dialogical relationship between different modes. These relationships enable tradition to provide the capability to cope even in complex situations. Second, tradition is passed down through personal contact between teachers and students, and further through the students themselves. Therefore, the relationship between teachers and students is established on a public tradition, not a transactional or private relationship, and it bears the responsibility of safeguarding tradition by affirming the education received. This study shows that the task of educational philosophy in the current crisis of the educational field is to clarify that the authority of teachers is justified by their practice of transmitting tradition to their students. Additionally, it emphasizes that educational philosophers must continuously invoke the authority of their own mentors.