교육대학원에서 ‘교육철학하기’
Doing Philosophy of Education in Graduate School of Education
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초록
이 연구는 교육대학원의 교육철학강좌 수강생들을 대상으로 하나의 ‘교육철학하기’를 통하여 ‘교육을 철학한다’는 것이 무엇이며, 그것이 그들의 실제와 어떻게 관련을 맺을 수 있는가를 탐색하였다. 이를 위해서 이 연구는 교육철학의 학문적 정체성을 교육실천가의 입장에서 이해하고 파악하려는 시도로서 내러티브적 탐구 방식을 채택하였다. 수업에 참여한 교육실천가들은 교육의 실제에서 자신과 타인의 판단은 물론, 그 결과로서 그들 행동의 원인, 과정, 결과, 문제점 분석, 문제 해결책 수립, 해결책 시행, 결과 분석 등을 포함하는 특정한 실천을 자세하게 이야기한 내러티브를 가지고 철학적 성찰을 하였다. 이 과정을 통하여 교육실천가로서 수강자들은 교육에 관한 순수한 철학적 이해의 지평을 넘어, 교육적 실제의 개선과 관련된 ‘실행연구’의 철학적 방법을 획득하는데 도움을 얻은 것으로 보였다. 지금까지 교육대학원의 교육철학 강좌가 주로 교육철학자들의 교육철학을 ‘듣는’ 것이었다면, 이 연구가 보여주고 있는 교육철학은 교육실천가들이 학교 현장에서 발생하는 문제를 가지고 철학적 성찰을 하도록 함으로써 교육철학을 ‘하는’ 교육철학으로 새롭게 인식하도록 하는 데 목적을 두었다.
Abstract
This study investigates how educational practitioners have reflected philosophically on their practice. This study is carried out by analysing educational practitioners's narratives on their experiences of philosophical reflection. Though the need for teaching philosophy of education for educational practice is urged from many aspects, there have been few concern about how educational practitioners actually 'do' philosophy of education. This study, firstly, shows a particular way in which educational practitioners philosophize 'on' and 'in' their particular practices. Through the way, it seems that educational practitioners can acquire newly reflected educational notions and principles with which they will be engaged in their practices and testify those notions and principles they acquired. Secondly, this study reveals the distinctive philosophical concerns of educational practitioners which are raised from their practices. The concerns are distinguished in five aspects; the meaning of education and its auxiliary concepts, problems of knowledge, ethical issues, human relationship, conflicts between educational policies and the meaning of education. Thirdly, this study finds that philosophy of education at the level of graduate school has been most often viewed in the traditional way that professional philosophers of education at universities have carried out. However, this study also finds that by participating in philosophical reflection, educational practitioners can be introduced to think of themselves as philosophers. Furthermore the practitioners recognize their way of doing philosophy of education. The way of doing philosophy of education by educational practitioners shows the internal relationship between philosophy of education and educational practice. In this respect, philosophy of education can be considered as a form of practical philosophy. Finally, this study offers two implications for further examination; how professional philosophers of education can use practitioners' narratives in order to understand what kind of philosophical problems are actually raised in educational practice, and how professional philosophers of education can help practitioners make their reflection on the problems both 'educationally relevant' and 'philosophically rigid'
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