공자와 예수의 교육철학에 담긴 가르침과 배움의 상보적 관계

Abstract

This study investigates the relationship between teaching and learning. Teaching cannot exist alone without learning because there should be objectives of teaching such as leading learners' knowledge, skills, and attitudes. Also, learning cannot exist alone without teaching because every learning is based on direct or indirect guidance of teaching. Even reading a book is an interaction between a reader and an author in which the author teaches the reader indirectly. Paulo Freire points out that the authentic education is the perfect mutual interaction between a teacher and a pupil. This study examines the mutual interaction between teaching and learning in the educational philosophy of Confucius and Jesus. These two educators have been influential to the Korean society including educational contexts. By discovering the insight of mutuality between teaching and learning from these two educators, this study expects to plan a more authentic and complete educational practice in the present Korean society. Confucius and Jesus emphasizes and exemplifies the mutual relationship between teaching and learning in their thoughts and educational practices. Confucius indicates that one learns from the modeling and teaching of seniors and one can teach others on the basis of learning. Also, when one teaches others, he learns something either during the preparation for teaching or during the interaction with learners. Therefore, teaching fosters learning at the same time learning fosters teaching. In the Parable of the Sower, Jesus shows that there should be motivation, will, and patient effort of learners in addition to teaching of teachers to achieve a good educational result. Also, Jesus, in the interaction with Mary and Peter, exemplifies that teaching can become complete when learners participate in and respond to the activity. The inter-fostering relationship between teaching and learning gives insights to the present educational practice. First, teachers should listen to the needs and interests of students and give them chances to participate in the class. If teachers ignore the needs and participation of students, the teaching will become monologue or indoctrination which is inauthentic education. And learners should listen to the guidance of teachers lest that they should fall into a wrong decision-making. Second, teachers should try to improve themselves through teaching and interacting with students. Rather than falling into inertia, teachers should realize that they can discover and complete the true self when they meet the various voices of students, develop creative curriculum, invent teaching skills, and learn new things through their teaching activities. Third, students can develop autonomous and democratic attitude in social activities through mutual and subjective participations in classes.