철학자로서의 교사 : 교사 전문성의 재개념화
The teacher as a practical philosopher : reconceptualisation of teachers’ professionalism
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이 연구는 교사 전문성의 개념을 ‘실천적 지혜’의 관점에서 재규정하는 데 목적이 있다. 교사가 갖추어야 할 전문성에 관해서는 두 가지의 지배적인 관점이 있다. 하나는 ‘이론적 지식’이고, 다른 하나는 ‘공학적 능력’이다. 그러나 이 두 가지 관점은 교사의 교육적 활동이 전개되는 적나라한 교육적 실제의 특성으로부터 나온 것이라고 보기 어렵다. 이 난점은 교육적 실제의 특성과 그 실제에서 활동하는 실천가가 갖추어야 할 능력으로서 교사전문성 논의가 위의 두 가지 관점과는 다른 이해기반으로부터 시작해야 함을 요청한다. 이런 뜻에서 Schön의‘성찰’(reflection)과 ‘성찰적 실천가’(reflective practitioner)는 얼핏 보기에 교사 전문성을 재개념화하는 새로운 이해기반이 될 것으로 보인다. 그러나 그의 관점은 교육적 실제에 적용할 때 한계를 가진다. 교육적 실제는 Schön의 관점을 적용하기에는 너무나 복잡하다. ‘교육적 실제’는 교육적 선, 교육적 전통, 지적ㆍ도덕적 수월성, 교육적 개선이라는 폭넓은 이해지평을 가지는 개념이기 때문이다. 이 연구는 교육적 실제의 개념을 충족하는 ‘교사의 전문성’의 의미 규정을 오히려 아리스토텔레스의 ‘실천적 지혜’(phronesis)에서 찾고자 한다. 아리스토텔레스의 ‘실천적 지혜’와 이를 소유한 ‘실천적 철학자’(phronimos)는 전문직으로서 가르치는 일이 무엇이며 그는 어떠한 자이어야 하는가를 의미 있게 보여 줄 수 있기 때문이다.
Abstract
The study aims to redefine the meaning of teachers’ professionalism on the basis of an understanding of teachers’ professional knowledge that is informed by the concept of ‘phronesis’(practical wisdom) and ‘phronimos’(practical philosopher) originated from the tradition of Aristotle’s practical philosophy. There have been two dominant ideas about the nature of teachers’ professional knowledge. One of these is based on the notion of theoretical knowledge, the other on the notion of technical competence. However, these two dominant ideas have serious limits, regarding the way that they understand the nature of educational practice and teachers’ professional knowledge. The limits of both theoretical and technical ideas of professional knowledge demand a new examination of educational professional knowledge in terms of its adequacy to the nature of educational practice, the achievement of educational excellence and the improvement of teachers' professional knowledge. It seems that Schön’s notion of ‘reflection-in-action’ and ‘reflective practitioner’ justifies a distinctive move from the theory-based to practice-based approach to teachers' professional knowledge. However, Schön’s notion has also limits when it is adopted as an approach to the improvement of teacher’s professional knowledge because it does not necessarily take account the essential ethical and moral criteria embedded in-depth in educational practice. The study reconceptualises teachers' professional knowledge as a form of ‘phronesis’ that characterises ‘philosophical reflection’ on educational practice which involves educational values. Basing on this conceptualisation, it finally proposes the features of teachers’ professionalism on the meaning of phronesis. As a result, the concept of teachers' professionalism can be defined specifically by the following three attributes: the capacity for realizing educational values, the capacity for philosophical reflection on educational practice and the capacity to be an integrated professional. If teachers' professionalism is understood in this way, teachers can be legitimately characterised as philosophers in the classroom.
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