학습자의 활동중심의 내재적 가치 탐색

Abstract

The purpose of this essay is to inquire into the intrinsic value of activity-based education. Traditionally, the idea of intrinsic value has been mainly established by the eternally and permanently valuable knowledge which can be justified irrespective of the factors in practical life. Therefore, the traditional intrinsic value models have not largely contributed to the learners' morality and personality development, since they neglect the learners's sensitive faculties, and desires, the essential elements that lead to good life. Activity-baesd intrinsic value viewed from Hirst's later philosophy and MacIntyre's idea of 'practice' are derived from the perception that there are some activities which may not be shifted to theoretical knowledge but lead to understand the world with their own concepts; that is, there are a lot of practical activities that are not regarded as theoretical activities but as their own meaningful ones. The discussion about the 'practice' in this study emphasizes that it should include all the meaningful things on the basis of total practical life. In view of practical activities, intrinsic values can be formed by human activities. In this sense, values also can be realized through specific experience and activities. Therefore, the activities that are revealed and justified outwards take priority, not the values themselves, which are stuck inwards. As such, since actual activities come first, the intrinsic value is not unchangeable and absolute but continue changing with the alteration of society and traditions. That the intrinsic value is revealed through activities means that the value is not fixed and unchangeable, but alters depending on what kind of subjective idea the experiencer has and what meaning the activist gives to the activity. Thus, activity-based intrinsic value emphasizes that education is not simply obtaining knowledge, but making our own way of life order by doing educational activities in our own way. And then, through the course, the total stories of life will be formed that we consider desirable, and the personality suitable for such totality or wholeness will be developed, and ultimately the common good of community can be pursued. Activity-based intrinsic value tries to let those good things which are implicated in the educational activity itself go back to the nature of education. Thus, in the actual educational field, activity-based intrinsic value may be some kind of explanatory system that combines organically the theoretical regions with practical regions, and the educational contents with its methods. As a result, the educational growth may be achieved through all the courses that learners face and encounter exploring on their own those which will bring abiding values. That is to say, the meaningful education leads us to understand our surroundings and systematize them so that we are able to realize what is right life, and live such life.