J. 보드리야르의 '시뮬라시옹' 이론이 주는교육학적 시사점의 탐색

Abstract

The purpose of this study is to examine the possibility and meaning of J. Baudrillards 'Simulation' theory to pedagogical problems. Combining semiological studies, Marxian political economy, and sociology of the consumer society, Baudrillard began his life-long task of exploring the system of objects and signs which forms our everyday life. Especially throughout the 1980's Baudrillard increasingly turned his attention to M. McLuhans communication theory. Based on this development of his theory, we saw him move away from economically based early works to considerations of mediation and mass communication. So in his 'Simulation' theory he argued that Western societies have undergone a 'precession of simulacra' related with the phenomenon of 'implosion' of real meaning of things. This precession, according to him, took the form of 'the simulated third order of simulacra' from the era of the original, to the counterfeit, to the produced, mechanical copy whereby the copy has come to replace the original. Using this line of reasoning, Baudrillard came to characterize the contemporary age as one of 'hyperreality' where the real has come to be effaced or superseded by the signs of its existence. Although J. Baudrillard is not a pedagogue, it is very interesting to see how he deals with the problem of human nature as 'Subekt' in relation to the world as 'Objekt'. On the one side, through his analysis of domination by signs and the system of objects Baudrillard comes to pessimistic conclusions that the "end of the individual" has reached its fruition in the total defeat of human subjectivity by the object world. But, on the other side, he emphasizes that human beings can overcome the phenomenon of 'nihilism' of the post-modern society with their willingness to 'social engagement'. This true revolutional power of human beings could be produced only through the educational actions.