교육논의의 개념도구로서 ‘비유’

Abstract

The paper has shown that the expressions in terms of metaphor are to be considered as a significant conceptual tool for understanding the concepts of education and its methods as well as ones of being educated. The paper has examined the metaphorical concepts like ‘moulding’, and ‘growing’ under the concept of ‘education’ itself so that the fact term and the notion term both can be applied to the arguments, though ‘encountering’ in Buber’s Ich-und-Du does not fall under this dichotomy. As already shown, some terms in the classical text throw light on the state of being educated. The analogy of cave and the allegory of line in the Plato’s Republic are to be taken seriously. Some metaphors in the Oriental Scriptures like Ten Pictures of Seeking Cow belong to this. Peters’s initiation must be a good example for being educated, but has a room for the educational principles. In this context, the analogy of Socrates’ midwifery provides us with some suggestions for the practical teaching and leaning processes. There are three stages and kinds of teaching and learning, which can also gives us three metaphorical concepts like millstone, stepping-stone and cornerstone. They correspond with the developmental stages respectively. And we can also consider two metaphoric notions as the main teaching methods. One is the explanatory metaphor, the other is the heuristic metaphor. Under Ryle’s distinction, the former is with task verb notions and the latter with achievement verb notions, though two are closely interconnected in the educational practices. Finally, some concluding remarks have been put as practical guide lines taken by the teachers.