자기자신으로 존재하기 위한 교육 - 키에르케고어의 ‘불안’ 개념을 중심으로 -
Education to Exist as Oneself: Focusing on Kierkegarrd’s Concept of Anxiety
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This study is to examine the educational possibilities to exist as oneself, focusing on Kierkegaard’s concept of anxiety. This was a concern about the implications of our education for individuals in the COVID-19 era, which was centered on disconnected human relations and non-face-to-face activities. The process of finding oneself was identified as ‘existential self-dialect’, and the process was reorganized into three stages, that is, existence/awareness, anxiety/acceptance, and comprehensiveness/dialect. The state of insanity without a sense of self-existence had distorted satisfaction, ‘no consciousness’ of subject and immortality, and indirect delivery was used to wake it up. Anxiety was accepted as evidence of freedom to relate to oneself, and the synthesis was completed by dialectic of the heterogeneous elements within oneself. In addition, educational distancing and education as an existential dialogue were suggested as implications for Korean education through ‘education with anxiety of possibility.’
Abstract
This study is to examine the educational possibilities to exist as oneself, focusing on Kierkegaard’s concept of anxiety. This was a concern about the implications of our education for individuals in the COVID-19 era, which was centered on disconnected human relations and non-face-to-face activities. The process of finding oneself was identified as ‘existential self-dialect’, and the process was reorganized into three stages, that is, existence/awareness, anxiety/acceptance, and comprehensiveness/dialect. The state of insanity without a sense of self-existence had distorted satisfaction, ‘no consciousness’ of subject and immortality, and indirect delivery was used to wake it up. Anxiety was accepted as evidence of freedom to relate to oneself, and the synthesis was completed by dialectic of the heterogeneous elements within oneself. In addition, educational distancing and education as an existential dialogue were suggested as implications for Korean education through ‘education with anxiety of possibility.’
참고문헌 (21)
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