선문답(禪問答)에 대한 교육현상학적 이해-‘범례적 이해’와의 유사성과 차이점을 중심으로

Abstract

The educational Phenomenology which applies and researches the idea and methode of philosophical phenomenology supposes that the human being as species can be understood fundamentally through the right understanding of children. In particular, the 'sympathetic understanding' of them is accomplished by means of describing the life and behavior of children phenomenologically and analysing the lays of their consciousness in position of perception phenomenology. There is a representative methode, 'the Understanding through Example'(Beispielverstehen) in order to arrive at the phenomenological goal. It is very interesting that there is also a similar thing to the phenomenological methode and position in the field of Zen Buddhism, that is, a process of arriving at the spiritual awakening through the conversation between master and disciple.This article assumes that the methode of sympathetic understanding resemble the 'Dialogue of Zen' to some degree in terms of semantical structure, and investigates its educational-phenomenological implications. Above all, the methodological structure of 'Understanding through Example' which tries to reaches the truthful meaning of states (Verhltnisse) and objects (Gegenstnde) through the phenomenological parenthesizing(epoch) is very similar to the directional point of Zen. In addition, In terms, that the 'Understanding through Example' explores the latent essences by means of particular and individual examples, it is not different from the awakening process in ‘Dialogue of Zen’. Finally the emphasizing of spontaneity and creativity of learners, active spiritual development etc shows the similarity between them. In spite of several weaknesses of ‘Dialogue of Zen’ in terms of the educational phenomenology, ‘Dialogue of Zen’ implies many things in the process of understanding educational states.