다시 생각해 보는 교육의 개념

Abstract

There is nothing more important than the concept of education in theory and practice of education. This is because the concept of education is the starting point and the destination of all things related to education. In this paper, I did thinking about some of the problems in defining the concept of education. Especially I paid attention to the paradox of definition that appears in the relation of concept and fact. I have considered the definition of the concept of education that can overcome such a problem. In view of the relationship between facts and concepts, there is no concept or logic that can fully encompass the world of facts. But we can't give up defining the meaning of concept. Therefore although many scholars know that the method of defining does not adequately implement the concept of understanding the world of facts, they cannot give up the task of making the incomplete definition. This is the 'paradox of definition' that inevitably appears in the relationship between concepts and facts. Peters also knew about the paradox of definition. He therefore chose the term 'synthetic sketch' instead of 'definition' in the process of defining the concept of education. Despite the 'paradox of definition', it is necessary to define the concept of education at the level of reducing errors as much as possible. It is a way of defining the concept of education by aggregating the core of the definition of several scholars. In this way, we can define 'the concept of education as a process of socialization through growth and change of human consciousness and action'. I would like to call this definition of the concept of education the 'definition of crow model'. In conclusion, in defining the concept of education, we must not forget that 'definition can not capture all the reality of a concept, and a concept can not contain all facts'. In other words, whenever you want to define the concept of education, you have to start thinking from the 'paradox of definition'.