교육에서의 자유의 의미 -발도르프 학교의 자유와 교사의 역할을 중심으로-

Abstract

An implication of freedom in education, the pivot of this paper, was discussed, focused on the significance of freedom and the teacher' role in Waldorf School. Waldorf School suggests a clear viewpoint on student's freedom in the basis of anthroposophical understaning of human beings. It lends emphasis to the freedom with which the will, feeling, and thinking of the student integrate harmoniously through the teacher's positive guidance of authority. This spiritual freedom is a positive one implying a internal capacity for the reflective thinking and creative way of life. Here has been examined what suggestions does this freedom in Waldorf School make to the solution of our schooling. First, on the matter of schooling failure, characterized by the absence of conversation between teachers and students, the reduction of efficiency in knowledge at class and the absence of teacher's authority, the educational system of Waldorf School can be a solution, which represents a teacher's 8-year entire charge with the students, of the teacher's role as an artist, and teaching based on teacher's authority. Second, for the educational relationship between teachers and students, requiring the harmony with both teacher's authority and student's freedom, the students ought to develop their capacity of will, feeling, and thinking, while the teachers, of subject matter by the artistic formation, should help their students to ensure the educative achievement of each of them. Third, in the teacher's role, Waldorf School, considering education as an art and teacher as an artist, provides us with a viewpoint on the teacher's role and a prospect to a new reality of our schooling.