진리교육의 문제: 비진리 인식요소에 대한 가류적 관점의 교육
The Problems of Truth Educaiton: Education of Fallibilism on Non-truth Epistemic Elements
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참고문헌
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초록
교육은 근본적으로 지식의 문제를 다루는 인간의 영역이다. 교육의 다양한 실제는 인간의 마음에, 지식의 조건 중 하나로서의 진리에 대한 특정 관점을 심어주는 효과를 가질 수 있는데, 만약 진리에 대한 관점 중, 인식적이고 사회적인 맥락에서 바람직하지 못한 관점이 있다면, 혹은 보다 바람직한 진리관이 있다면, 교육은 더 나은 진리에 대한 관점을 기르는 방식으로 이루어져야 할 것이다. 본 논문은 인식론의 전통적 조건 중의 하나인 진리조건에 대하여 간략히 검토하고, 구성적 맥락과 기능적 맥락에서 진리조건이 다루어지는 서로 다른 방식을 구분하며, 그 두 맥락에 공존하며 인식적으로 바람직한 관점인 “비진리 인식요소를 가류적으로 보는 관점”을 제시한다. 인식자가 구성적 맥락 혹은 기능적 맥락에서 진리를 다루더라도, 어느 맥락에서든지 비진리 인식요소를 가류적으로 다루어야 함을 논증하고, 비진리 인식요소조차 진리주의적 진리인 것으로 가르치고 있는 한국교육의 현실을 비판하며, 그 대안으로서 가류성의 명시, 대화적 교수 그리고 탐구물 중심의 교육으로 나아가야 함을 주장한다.
Abstract
Education is in essence an human endeavor of dealing with the problems of knowledge. Diverse perspectives on truth, one of the traditional conditions for defining knowledge, could then be fostered in the minds of our learners by various shapes of educational practices. If a certain truth-related perspective is desirable, or if another undesirable, we must pay careful attention to the matter of shaping an epistemologically and socially preferable view on truth. This article starts off with a brief introduction to the debates on the status of the truth-condition in the mainstream epistemology. It continues with categorizing the two contexts in which the truth-condition is adopted - constitutive and functional, and recommends a flexible and fallibilistic perspective as an epistemologically sound view on non-truth epistemic elements (the tools that are simplified or distorted to convey more efficiently the core traits of reality, such as symbols, laws, idealization, fictions, models, analogies, exemplification and thought experiments), whether an epistemic agents pursues knowledge in a constitutive or functional context. Then, channelling philosophical debates into meaningful implications for an educational practice, this article criticizes that the current Korean education fosters an inflexible perspective on truth, not a desirable perspective owing to the possible cognitive limitations and social maladies it engenders. Thus the current educational practice is requested to be reshaped to educate for a cognitively and socially preferable perspective on truth, a more supple one based upon fallibilism. As the practical methods of instilling the more sound perspective on truth in the minds of the young, two particular instructional principles are suggested, namely, the clarification of the fallibilistic status of non-truth epistemic elements and the preservation of free explorative learning activities.
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