Gaston Bachelard의 “상상력 철학”의 교육학적 의미
Gaston Bachelard's philosophy of imagination and its meaning for education
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상상력은 - 반드시 그런 것은 아니지만 - 창의성으로 이어질 수 있다. ‘상상력 철학’을 창시한 Bachelard는 ‘상상력 교육’에 대해 깊이 생각하기를 좋아했다. 그는 우선 ‘이성’과 ‘상상력’을 대립시켰지만, 궁극적으로는 (전통적 개념의) 이성이 상상력을 포괄하는 ‘새로운 이성’으로 거듭나야 한다는 ‘초합리주의 논리’를 수립하였다. 아울러 의식과 무의식의 사이에 ‘몽상의 의식’을 위치시킴으로써 몽상과 상상으로부터 이성이 더 살찌워지고 윤택해질 수 있다는 논리를 폈다. 이로써 그의 ‘상상력의 변증법’이 탄생한다. ‘상상력의 변증법’을 통하여 점점 더 개방적으로 살찌워지는 이성에 의해 지속적으로 새로운 심상(image)가 창조된다. 결국 우리의 삶에서 이미지를 잘 맺게 하기 위해서는 상상력 교육이 필요하다. 다만 ‘가치의 문제’가 남는다. 이를 극복하기 위해서 Bachelard의 상상력 이론은 ‘대화의 철학’으로 보완될 필요가 있다.
Abstract
The 21 century is the era of 'creativity'. Imagination does not always lead to creativity. However, imagination must be a precondition for creativity. we need to educate and develop personal imagination in order to devote to the social desire for creative education. In the viewpoint of traditional philosophy, Bachelard’s philosophy was heterodoxy. First of all, he opposed ‘imagination’to the concept of "reason". However, he rejected the dichotomy. Thus, imagination –according to Bachelard – is not the opposition of reason, but the driving force of life. In addition, he did not reject reason itself. This reason (in the traditional concept) is able be enriched and matured through imagination. The contribution of Bachelard is the discovery of reason which can be flexible and open through the movement of imagination. Meanwhile, the consciousness of Bachelard is that of a daydream which is positioned between consciousness and unconsciousness. It is the centre of consciousness, which is regarded as a dreaming consciousness. Imagination comes from a daydream and images are formed and deformed by imagination. This process of forming and deforming images continues to repeat owing to imagination. For Bachelard, this process is the 'dialect of imagination.' Images continue to be constructed and destructed in this process. Thus, we have to educate imagination for students in order to have good images for their lives. However, the rest issue for imaginative education deduced from Bachelard’s philosophy is the problem of ‘value’. In order to solve the problem, the philosophy of Bachelard needs to be compensated and completed by the philosophy of dialogue. Through dialogue our images are able to be reviewed, revised and reformed. Our Dialogue reinforces the intersubjectivity of personal images in the meaning of Bachelard.
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