평생학습사회를 지향하는 정부의 대학직업교육정책에 대한 교육철학적 검토

Abstract

The purpose of this essay is to make clear and criticize the philosophical background of the main educational policy of the present government, the policy of vocational education in college towards a society of lifelong learning. The educational idea of the government made far better progress than that of the past governments did in the sense that it attempts to construct a society of lifelong learning by integrating vocation with learning and living. However, the attempt to bind vocation-learning-living into one string fails to overcome the traditional dualistic view of education such as the theoretical and idealistic gap between vocation and learning, learning and living, and, above all, liberal and vocational education. The first part of the essay was applied to disclosing the dualistic point which the policy hides. The second part of the essay devoted itself to formulating a contrasting and alternative view of the government's policy of vocational education. The new view centered around the concept of 'vocation as living'. Vocation as living means that which reflects and is identical with one's own whole Ideal of living. The Ideal of living is constructed by integrating all kinds of ideals and all the knowledge one has had cognitively and noncognitively for the whole life. According to the standpoint of vocation as living, 1) living is one with vocation; 2) vocation is the major criterion to decide and select what to do, and the standard to understand and make meaningful all the activities which is performed in the ordinary life; 3) to pursuit one's own vocation as living means to realize his own self and to live well; 4) the vocation comes to change and develop in accordance with the transition and enlargement of the Ideal; 5) finally, vocation is continuous and unified with learning; thus education should and can be carried out for the whole life. From the concept of vocation as living, the studies and the educational contents which schools offer can be redefined as the materials which embody a variety of vocational worlds, not as the assembly of a variety of knowledge. That is to say, they are manifested materials and embodiments for the vocational activities corresponding to the studies. Learning the subjects is equal to learning the corresponding vocations: practicing the vocational activities, understanding and internalizing the way of thinking congeal to the vocations, understanding and formulating the whole Ideal which enables us to select and determine a vocation as vocation as living. In conclusion, the education which is based upon the concept of 'vocation as living' has the possibility to get over the dualistic view of education, such as the theoretical discrepancy between liberal and vocational education, learning and living, and vocation and living; and to construct a society of lifelong learning which is able to integrate vocation with learning and living successfully.