미래교육의 방향은 지성교육인가 인성교육인가?
Which Should be the Aim of Future Education between Knowledge and Character?
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미래교육에 대한 학술적이고 정책적인 대화가 활발한 요즘, 인공지능의 대두로 지능정보사회로의 변화에 대비한 논의가 특히 주목을 받고 있다. 이러한 미래를 고려한 교육의 방향은 지성교육과 인성교육 중 어느 방향으로 추진되는 것이 바람직할 것인가? 본고는 인성교육에 관한 도구주의적 관점, 본질적 관점, 그리고 부수적 관점 중 도구주의적이고 부수적인 관점이 가장 현실적인 반면, 지성교육은 교육의 본질적인 관점에서 다루어져야 함을 역설한다. 아울러 지성교육이 추진되는 과정에서의 지성맹신주의를 경계해야 함을 지적하는데, 특히 진리주의적 확실성을 경계할 것과 사회인식론적 관점을 고려해야 할 것을 주장한다.
Abstract
Recent appearance of artificial intelligence and the rise of the related fear of the state of a future society have engendered conversation regarding the need of new policy directions in many areas of life including education. In the tumultuous and unstable context in which some of thusly devised new educational policies involve science professionals’ strong call for including and expanding software coding education as part of the regular curriculum, the philosophers of education are requested to present timely sensitive and theoretically leading ideas regarding where future education should go. With particular consideration of two candidates for future educational directions, namely character development and knowledge-based education, this article argues that character is not a fully human ideal first because character is exercised on the instrumental basis in reality and second because some of the character traits are observed in some animals that exhibit social orders or certain tidiness, while knowledge is a fully human trait that deserves to be the ultimate educational direction of a future society in which machines will take up much of human labor leaving humans with what only humans can do. The article concludes that knowledge-based education that does not idolize veristic certainty and recognizes the importance of social epistemological consideration must be the end of future education.
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