교육과정/교육현상의 구성을 위한 Ricoeur 이야기의 교육해석학
The Educational Hermeneutics of Ricoeur's Narrative for the Construction of Curriculum and Educational Phenomenon
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We can show concrete entities of the essence and phenomenon in the contemporary education from the horizon of structure and genesis in the epistemology. They are the curriculum and the phenomenon of education. The logic and system of the curriculum which are constructed from the contents of teaching/learning as an original operation and mechanism of education define and justify the essence of the contemporary education. At the same time, the space and time of the educational phenomenon which are realized by the concrete curriculum occupy a place of the phenomenal genesis. Therefore, the explication of identification and the principle of construction in the contemporary curriculum and phenomenon of education can be appraised an important and necessary study for the philosophical investigation into the education itself. And we induced the principle and explication from the conception of narrative in Ricoeur's hermeneutics. The analysis of existential philosophy for education which is so called the educational ontology insists that a human as a person concerned with the 'teaching and learning' education is a temporary being consistently. The limited existence of human being is linked with the horizon of genesis, and the hermeneutic logic of the narrative is needed in order to explain and understand the temporary life of human being. The conversion to the hermeneutic narrative of educational study goes with a variously alternative meaning considering and rethinking the narrative approach even in the structure of knowledge that is an intensive theory of the contemporary curriculum. The pivotal point is the problem how to applied from the hermeneutic logic of narrative to the curriculum and the phenomenon of education and what efficiency is made. The function of narrative in Ricoeur's hermeneutics is to show the structural meanings of human behavior, the genetic references of events, and the forms and contexts which are converged from them in the inclusive horizon. In other words, understanding and defining the meaning of the general life and the concrete activities in the human being from the various aspects, the narrative operates the functions which prompt the life and activities of them. The function of narrative is same in the domain of educational hermeneutics. That is summarized as the function that activates and concretes the activities of educational life and the parts of educational form in the mediation of language. In this point, it is very important to know that the function of narrative which makes possible the structure of curriculum and the genesis of educational phenomenon works naturally in the unique way of the narrative development in Ricoeur hermeneutics. And the hermeneutic theory of Ricoeur which searches the nature of narrative in the relationship between the historical narrative and the fictitious narrative can be an alternative for the hermeneutic construction of curriculum and educational phenomenon.
Abstract
We can show concrete entities of the essence and phenomenon in the contemporary education from the horizon of structure and genesis in the epistemology. They are the curriculum and the phenomenon of education. The logic and system of the curriculum which are constructed from the contents of teaching/learning as an original operation and mechanism of education define and justify the essence of the contemporary education. At the same time, the space and time of the educational phenomenon which are realized by the concrete curriculum occupy a place of the phenomenal genesis. Therefore, the explication of identification and the principle of construction in the contemporary curriculum and phenomenon of education can be appraised an important and necessary study for the philosophical investigation into the education itself. And we induced the principle and explication from the conception of narrative in Ricoeur's hermeneutics. The analysis of existential philosophy for education which is so called the educational ontology insists that a human as a person concerned with the 'teaching and learning' education is a temporary being consistently. The limited existence of human being is linked with the horizon of genesis, and the hermeneutic logic of the narrative is needed in order to explain and understand the temporary life of human being. The conversion to the hermeneutic narrative of educational study goes with a variously alternative meaning considering and rethinking the narrative approach even in the structure of knowledge that is an intensive theory of the contemporary curriculum. The pivotal point is the problem how to applied from the hermeneutic logic of narrative to the curriculum and the phenomenon of education and what efficiency is made. The function of narrative in Ricoeur's hermeneutics is to show the structural meanings of human behavior, the genetic references of events, and the forms and contexts which are converged from them in the inclusive horizon. In other words, understanding and defining the meaning of the general life and the concrete activities in the human being from the various aspects, the narrative operates the functions which prompt the life and activities of them. The function of narrative is same in the domain of educational hermeneutics. That is summarized as the function that activates and concretes the activities of educational life and the parts of educational form in the mediation of language. In this point, it is very important to know that the function of narrative which makes possible the structure of curriculum and the genesis of educational phenomenon works naturally in the unique way of the narrative development in Ricoeur hermeneutics. And the hermeneutic theory of Ricoeur which searches the nature of narrative in the relationship between the historical narrative and the fictitious narrative can be an alternative for the hermeneutic construction of curriculum and educational phenomenon.
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