코로나 팬데믹 이후의 교실을 견디는 교사의 단상: 혐오, 접촉, 그리고 ‘함께 나눔’의 교육적 의미를 중심으로

Abstract

This article aims to examine the dimensions that have been lost in schools during the previous pandemic and propose an educational approach to recover them by addressing the issue of bullying, which an elementary school teacher observed as a noticeable change in the relationship patterns among students in the classroom following the COVID pandemic. In pursuit of this aim, it is initially proposed that the subtle transformation in classroom bullying from previous times can be associated with the acquisition of self-preserving responses against perilous objects amid the pandemic. Subsequently, as a viable strategy to counteract this phenomenon, the teacher's meticulously crafted pedagogical maneuver, designed to prompt students to intentionally interact with bullying perpetrators, was expounded upon and construed in a manner that suggested the strategy could find theoretical support in the contact concept postulated by evolutionary anthropologist Brian Hare, who contended that the enmity among humans could be ameliorated through interpersonal engagement. However, I suggested using Heidegger's idea of communication as a concept that can help us understand situations that are not explained and interpreted in an evolutionary anthropological way, and explained what students lost during the pandemic as a basic human existence structure and a non-original foundation that can be expressed with words. It was proposed that contemporary educational institutions need to be reevaluated as a temporal and spatial framework that shapes the fundamental aspects of human existence, allowing for a broader exploration of their original educational purpose.