실천전통 교육관의 성격 : ‘듣는 교육’ 모형의 탐색

Abstract

Since 1990s Paul Hirst criticizes his former 'forms of knowledge theory', suggesting a new concept of 'education as initiation into practices'.(It will be called 'practices-based education' hereafter.) He dialectically criticizes representative educational theories such as rationalist approach to education and utilitarian approach to education. And he explains a new concept of education, characterizing its nature of reason as 'practical reason' and emphasizing practices as the source of self and education. In spite of Hirst's effort to clarify the view of practices-based education, the new concept of education suffers from various misunderstandings and contradictory interpretations. Thus it is the purpose of this article to clarify various misunderstandings against the new concept of education, providing a coherent view of education. In chapter 2, I introduce Hirst's own explanation on the view of practices-based education, showing how he dialectically overcomes rationalist approach to education and utilitarian approach to education. In chapter 3, I discuss on the view of practices-based education, explaining its general coherent nature. First I discuss on the concept of 'goods internal to a practice', arguing that it is different from absolute goods, and that internal goods pursue shared common goods of the society. Then I show the nature of practices-based education, comparing its main features with other approaches to education. In chapter 4, I explore the model of 'education as listening' on the basis of Shema education in the Old Testament. Then I argue that the listening model of education fits well to the view of practices-based education. Finally, I discuss on the educational implications of the listening model of education.