교육에서 존중의 재음미

Abstract

The purpose of this article is to explore the meaning of respect in education. In order to perform the purpose, I examine the perspectives of the some philosophers of education who discuss the educational significance of respect. 'Child-centred' view is regarded as the most serious one that emphasizes the respect of child. Richard Peters refuses the view. And he argues the demand to respect the child's individuality or autonomy should not be seen as constitutive for education. He refuses the child-centred view by means of the conceptual analysis of education. The demand for respect has only a limited function within Peters' thought: it works as a normative protection for child's individuality. Stojanov intends to establish the principle of respect as a general educational principle. He thinks that the principle of respect demands the initiation into the practice of rational discourse. This requires that the child's ability to articulate his views in a rational discourse should be developed. Giesinger argues that to respect children is to treat them in a way that enables them to see themselves as persons endowed with dignity. He thinks that the aim of fostering the development of child's self-respect should not be situated in the distant future, but in the educational situation itself. I think that their views adhere to a certain rational point of view. Then, the principle of respect in education have more comprehensive aspects. In comprehensive view, to respect child can be understood a promotion of personal well-being. White argues that a flourishing life is one filled with successful and whole-hearted engagement in worthwhile activities and relationship. On this view, part of the task of education is to induct children into relationships and activities, including work activities, encouraging them, as autonomous agents under construction, to choose among them those which suit them best.