독일교육철학 연구의 성과와 과제: 비판적 교육학의 전개와 과제를 중심으로
Achievements and Tasks of the Philosophical Research of Education in Germany: Implication Critical Pedagogy gives to Korean Educational Philosophy
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The thesis overviews a critical pedagogy of Germany, and mainly aims for proposing an implication which it gives to today's Korean educational philosophy through contemplating task and direction of a critical pedagogy. Especially, for this, the thesis takes a look at a research flow and direction of critical pedagogy of Germany focusing on a theory of ‘Bildung’. Chapter I introduces a mental scientific pedagogy, an experiential pedagogy, and a critical pedagogy as three flows of the modern German educational philosophy, and chapter II considers three theoretical flows of the critical pedagogy which are a critical theory of the Frankfurt school, a critical science education, and a critical theory of ‘Bildung’. The particular focus here is on Bildung suggested by Heinz-Jochaim Heydorn, the representative scholar of the critical theory of ‘Bildung’, the meaning of the contradiction of domination, and the recent research move of the theory. Heydorn takes notice, in a point view of historical metabolism, of the fact that the history of Bildung aiming for free and unique ego and humanization is on the contrary the history of domination, and emphasizes that liberating potential of Bildung is found in recognition and introspection of the fact that Bildung can be involved in domination regardless of its intention. Chapter III deals with such liberating potential in a view of the theory of postcolonialism, and contemplates task and direction of critical pedagogy in a focus of the concept of liberation in a postcolonial situation. Here is found that pedagogy aiming liberation respects difference under the point view of Paulo Freire, but needs to reflect on colonialism. Lastly, in Chapter IV, the implication analyzing research move of critical pedagogy gives to Korean educational philosophy is suggested.
Abstract
The thesis overviews a critical pedagogy of Germany, and mainly aims for proposing an implication which it gives to today's Korean educational philosophy through contemplating task and direction of a critical pedagogy. Especially, for this, the thesis takes a look at a research flow and direction of critical pedagogy of Germany focusing on a theory of ‘Bildung’. Chapter I introduces a mental scientific pedagogy, an experiential pedagogy, and a critical pedagogy as three flows of the modern German educational philosophy, and chapter II considers three theoretical flows of the critical pedagogy which are a critical theory of the Frankfurt school, a critical science education, and a critical theory of ‘Bildung’. The particular focus here is on Bildung suggested by Heinz-Jochaim Heydorn, the representative scholar of the critical theory of ‘Bildung’, the meaning of the contradiction of domination, and the recent research move of the theory. Heydorn takes notice, in a point view of historical metabolism, of the fact that the history of Bildung aiming for free and unique ego and humanization is on the contrary the history of domination, and emphasizes that liberating potential of Bildung is found in recognition and introspection of the fact that Bildung can be involved in domination regardless of its intention. Chapter III deals with such liberating potential in a view of the theory of postcolonialism, and contemplates task and direction of critical pedagogy in a focus of the concept of liberation in a postcolonial situation. Here is found that pedagogy aiming liberation respects difference under the point view of Paulo Freire, but needs to reflect on colonialism. Lastly, in Chapter IV, the implication analyzing research move of critical pedagogy gives to Korean educational philosophy is suggested.
참고문헌 (29)
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