‘실천 교육철학’을 위한 ‘교육함’에 관한 논의 - 소크라테스의 철학함과 메논을 중심으로 -
Discussion on ‘Doing Education’ for ‘Practical Education Philosophy’
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The primary goal of this research is to compare and analyze the meanings of 'Doing philosophy' and 'Doing education' through Plato's work 'Menon' and, consequently, to discuss the significance of 'Doing education' as a practical philosophy of education. Socrates consistently emphasizes 'Doing philosophy' rather than philosophy. It can be argued that all meaningful educational processes, as pursued by Socrates, are inherently intertwined with 'Doing education,' even though not all educational practices are rooted in 'Doing philosophy.' If the purpose of 'Doing philosophy' is the cultivation of excellent souls, then 'Doing philosophy' can only be realized as the path to the growth of excellent individuals through 'Doing education.' This study places particular emphasis on 'Doing' as a mediating factor between philosophy and education. The reason is that both philosophy and education can only be realized through intense educational interactions here and now with meaningful others. If the practice of 'Doing education' can continue as an alternative to 'Educational studies,' educators can receive specialized education in 'Doing education' at universities, while students can develop their desire for personal growth in becoming excellent human based on 'Doing education.
Abstract
The primary goal of this research is to compare and analyze the meanings of 'Doing philosophy' and 'Doing education' through Plato's work 'Menon' and, consequently, to discuss the significance of 'Doing education' as a practical philosophy of education. Socrates consistently emphasizes 'Doing philosophy' rather than philosophy. It can be argued that all meaningful educational processes, as pursued by Socrates, are inherently intertwined with 'Doing education,' even though not all educational practices are rooted in 'Doing philosophy.' If the purpose of 'Doing philosophy' is the cultivation of excellent souls, then 'Doing philosophy' can only be realized as the path to the growth of excellent individuals through 'Doing education.' This study places particular emphasis on 'Doing' as a mediating factor between philosophy and education. The reason is that both philosophy and education can only be realized through intense educational interactions here and now with meaningful others. If the practice of 'Doing education' can continue as an alternative to 'Educational studies,' educators can receive specialized education in 'Doing education' at universities, while students can develop their desire for personal growth in becoming excellent human based on 'Doing education.
참고문헌 (23)
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