한나 아렌트의 '악의 평범성' 을 통한 학교폭력의 본질 탐색
A Study on Essence of School Bullying based on Hannah Arendt's Concept of ‘The Banality of Evil’
0
조회
0
다운로드
6
인용
0
참고문헌
키워드
초록
School Bullying phenomenon was analyzed base on 'the banality of evil' of Hannah Arendt in this study. That is, the mechanisms was explored how the banality of evil which was characterized by thoughtlessness and inability of speaking was revealed and the context was analyzed that the banality of evil was emerged by peer culture with pyramid structure of hierarchical arrangement. School bullying was occurred based on pyramid structure of hierarchical arrangement in the classroom and peer group united organically with violence ideology therefore each person show violence - permissive attitude in this process. Pyramid structure of hierarchical arrangement along side force in the classroom was made subject of being upholded and followed for preserving the implicit order and class of force and youth could not sympathy with peer because of youth members' complying with this implicit and immanent order and eliminating thought. As a result of that, the banality of evil was observed in the school bulling phenomenon that is, before Hannah Arendt reported with Eichmann. Youth thought tat they used slang of peer group habitually for expressing intimacy but this phenomenon occurred in the way to obey implicit order including violence ideology and then each person lose their own language and evaded responsibility for school bullying. There is suggestion on the understand about school bulling philosophically and fundamentally in the view of point that the banality of evil through Eichmann was emerged as result that totalitarianism carried out itself to Eichmann and the worst violence of totalitarianism was to eliminate the human plurality. In other words The banality of evil have been already observed in the school bullying phenomenon because neoliberal education policy from 1995 reorganized all of school and have endeavored after making new a desirable human character that utilitarianism was actualized, youth already realized intuitionally that they were not equal anymore and each person were not unique. Class according to the force of members had solid loyalty to the effectiveness and economic feasibility even though it was implicit. Evil of violence was not the state in the absent of will and conscience therefore before emphasizing morality for preventing school bullying Youth have to recover the ability of thinking and speaking in order to realize and communicate themselves. Even though recovering the ability of thinking and speaking cannot raise the morality automatically youth need to perceive attitude of consideration and tolerance though being aware of the human plurality. The very person to make a difference is person who is right there though changing peer culture characterized by hierarchical order and refusing force of accord with it.
Abstract
School Bullying phenomenon was analyzed base on 'the banality of evil' of Hannah Arendt in this study. That is, the mechanisms was explored how the banality of evil which was characterized by thoughtlessness and inability of speaking was revealed and the context was analyzed that the banality of evil was emerged by peer culture with pyramid structure of hierarchical arrangement. School bullying was occurred based on pyramid structure of hierarchical arrangement in the classroom and peer group united organically with violence ideology therefore each person show violence - permissive attitude in this process. Pyramid structure of hierarchical arrangement along side force in the classroom was made subject of being upholded and followed for preserving the implicit order and class of force and youth could not sympathy with peer because of youth members' complying with this implicit and immanent order and eliminating thought. As a result of that, the banality of evil was observed in the school bulling phenomenon that is, before Hannah Arendt reported with Eichmann. Youth thought tat they used slang of peer group habitually for expressing intimacy but this phenomenon occurred in the way to obey implicit order including violence ideology and then each person lose their own language and evaded responsibility for school bullying. There is suggestion on the understand about school bulling philosophically and fundamentally in the view of point that the banality of evil through Eichmann was emerged as result that totalitarianism carried out itself to Eichmann and the worst violence of totalitarianism was to eliminate the human plurality. In other words The banality of evil have been already observed in the school bullying phenomenon because neoliberal education policy from 1995 reorganized all of school and have endeavored after making new a desirable human character that utilitarianism was actualized, youth already realized intuitionally that they were not equal anymore and each person were not unique. Class according to the force of members had solid loyalty to the effectiveness and economic feasibility even though it was implicit. Evil of violence was not the state in the absent of will and conscience therefore before emphasizing morality for preventing school bullying Youth have to recover the ability of thinking and speaking in order to realize and communicate themselves. Even though recovering the ability of thinking and speaking cannot raise the morality automatically youth need to perceive attitude of consideration and tolerance though being aware of the human plurality. The very person to make a difference is person who is right there though changing peer culture characterized by hierarchical order and refusing force of accord with it.
참고문헌 (54)
- 강소영, "학교폭력에 대한 근거이론(Grounded Theory)의 접근: 폭력적 교실문화 현상을 중심으로", 한국범죄심리연구, 8(2), pp.5~28 (2012), 한국범죄심리학회
- 김진화, "청소년문제행동론의 학문적 기초", pp.9~38 (2006), 학지사
- 권유지, "아렌트에 있어 악의 평범성과 소통에 관한 문제", 석사, 철학교육, pp.2010
- 김규태, "생태학적 관점에서의 학교폭력 원인과 대책에 대한 학교공동체 구성원의 의식 차이", 열린교육연구, 21(4), pp.95~120 (2013), 한국열린교육학회
- 김만권, "세상을 보는 열일곱개의 시선" (2007), 개마고원
- 김민정, "근거 이론(Grounded theory)에 따른 청소년 언어 특성의 고찰", 청소년문화포럼, 34(34), pp.7~25 (2013), (사)한국청소년문화연구소
- 김선애, "가정, 학교, 친구 변인과 학교폭력과의 관계", 청소년학연구, 14(1), pp.101~126 (2007), 한국청소년학회
- 김선욱, "근본악과 평범한 악 개념 : 악 개념의 정치철학적 지평", 사회와 철학, 13(13), pp.31~50 (2007), 한국사회와철학연구회
- 김선욱, "한나 아렌트의 폭력 개념", 인문학연구, 14, pp.7~29 (2008), 한림대학교 인문학연구소
- 김정선, "청소년의 입말에 나타난 비속어와 공격적 언어 표현 사용 실태 조사", 국어교육, 140(140), pp.153~181 (2013), 한국어교육학회
- 김종기, "아버지의 이름으로 : 학교폭력과 18년 아직 끝나지 않은 이야기" (2013), 은행나무
- 김현수, "학교폭력 연구 방법론에 관한 대안적 고찰:사회-생태학적 모델의 관점을 중심으로", 도덕윤리과교육, 35(35), pp.179~209 (2012), 한국도덕윤리과교육학회[DOI]
- 강희숙, "청소년의 욕설 사용의 심리적 기제 및 순화 방안", 한국언어문학, 79(79), pp.255~282 (2011), 한국언어문학회
- 노순규, "학교폭력의 원인과 해결방법" (2012), 한국기업경영연구원
- 노진철, "신자유주의와 학교폭력의 연계성", 철학과 현실, 93통권 : 93, pp.45~57 (2012)
- 도기봉, "학교폭력에 영향을 미치는 공격성과 생태체계요인의 상호작용효과", 청소년복지연구, 10(2), pp.73~92 (2008), 한국청소년복지학회
- 문장수, "라캉의 정신분석적 관점에서 해명된 초등학교폭력의 이해와 예방", 철학연구, 130, pp.79~107 (2014), 대한철학회
- 박경주, "한나 아렌트의 ‘악의 일상성’의 관점에서 본 교직의 문제", 교육철학, (53), pp.23~51 (2014), 한국교육철학회
- 박순진, "청소년 폭력에 있어서 피해-가해 경험의 발전", 형사정책연구, 20(1), pp.71~94 (2009), 한국형사정책연구원
- 박용성, "청소년 언어생활과 학교폭력에 관한 질적 연구", 국제어문학회 학술대회 자료집 (2013), 국제어문학회
- 박인기, "‘욕설언어현상’에 대한 교육적․문화적 진단과 대안 모색", 화법연구, 20(20), pp.101~139 (2012), 한국화법학회[DOI]
- 신진욱, "근대와 폭력-다원적 복합성과 역사적 불확정성의 사회이론-", 한국사회학, 38(4), pp.1~31 (2004), 한국사회학회
- 신혜섭, "중학생의 학교폭력 유형에 영향을 미치는 변인", 청소년학연구, 12(4), pp.123~149 (2005), 한국청소년학회
- 유재봉, "학교폭력의 현상과 그 대책에 대한 철학적 검토", 교육철학연구, 34(3), pp.87~106 (2012), 한국교육철학학회
- 이동민, "청소년 욕설 사용 실태와 개선 방안", 화법연구, 20(20), pp.171~204 (2012), 한국화법학회[DOI]
- 이유나, "청소년 폭력 가해와 피해의 중첩성에 관한 연구", 한국경찰학회보, 16(3), pp.163~186 (2014), 한국경찰학회
- 이창훈, "집단 괴롭힘(Bullying)에 대한 생태학적 접근 : 한국과 미국의 비교연구", 한국범죄학, 3(2), pp.103~143 (2009), 대한범죄학회
- 이희연, "학교폭력 경험에 관한 문화기술지", 학교사회복지, 25, pp.275~309 (2013), 한국학교사회복지학회
- 이희연, "인권관점에서 본 학교폭력 가해경험 및 해결방안", 법과인권교육연구, 6(3), pp.83~110 (2013), 한국 법과인권교육학회
- 전은진, "청소년 글말 사용에 나타난 언어폭력과 규범 파괴", 한국언어문화, 51(51), pp.229~254 (2013), 한국언어문화학회
- 학교폭력의 실태와 원인분석. 학교폭력에 대한 기독교적 진단과 한국교회의 과제, "정병오", 기독교학교교육연구소, 1~8 (2012)
- 정세근, "왜 왕따가 철학의 문제인가?", 대동철학, 68(64), pp.231~246 (2013), 대동철학회
- 정종진, "생태학적 측면에서 본 학교폭력의 유발 요인", 초등상담연구, 11(3), pp.331~350 (2012), 한국초등상담교육학회
- 정화열, "악의평범성과 타자 중심적 윤리", pp.25~43 (2005), 한길사
- 조용환, "청소년 연구의 문화인류학적 접근", 한국청소년연구, 14, pp.5~17 (1993), 한국청소년정책연구원
- 천명주, "기술시대 인간의 윤리적 삶과 정치적 삶 : 한나 아렌트의 정치철학을 중심으로", 박사, 국민윤리학, pp.2007
- 천명주, "한나 아렌트의 ‘사유하는 시민’과 도덕교육적 방법", 윤리교육연구, 28(28), pp.91~110 (2012), 한국윤리교육학회
- 최재식, "학교폭력에 대한 철학적 이해와 대안 ― 메를로-퐁티와 푸코 그리고 폭력철학적 접근", 대동철학, 63(63), pp.119~145 (2013), 대동철학회
- 최준, "학교폭력의 본질과 대처방안", 인권복지연구, 13(2), pp.1~26 (2012), 한국인권사회복지학회
- 최지영, "괴롭힘 상황에서의 참여자 역할 및 관계적 공격행동 지각유형에 따른 도덕판단력과 사회적 상호의존성", 청소년학연구, 15(6), pp.171~196 (2008), 한국청소년학회
- 홍경자, "청소년 폭력과 철학실천", 철학논집, 38, pp.213~241 (2014), 철학연구소
- 홍원표, "한나 아렌트 정치철학에서 선악의 문제", 정치사상연구, 11(2), pp.179~201 (2005), 한국정치사상학회
- 2011, , ~
- 한나 아렌트, "The origins of totalitarianism" (1951), Meridian Books Inc
- 이진우, "전체주의의 기원" (2000), 한길사
- 이진우, "예루살렘의 아이히만" (2014), 한길사
- 김정한, "폭력의 세기" (1999), 이후
- 김선욱, "예루살렘의 아이히만" (2006), 한길사
- 이진우, "칸트 정치철학 강의" (2002), 푸른숲
- 경향신문, "X매거진 섹션 : ‘어느 날, 한 소년이 몸을 던졌다’", 1995, 8, 8, ~ (1995)
- 배경내, "노 땡큐! : 도둑놈의 손수레", 한겨레 21, 제1024호, 2014, 8, 11, 11~ (2014)
- "성기에 약 바르고, 가래침까지 핥게…‘윤일병 사건’ 파문" (2014)[URL]
- "경찰, ‘신은미콘서트 폭발물 투척’ 단독범행 결론" (2014)[URL]
- Salmivalli, C., "Bullying as a Group Process : Participant Roles and Their Relations to Social Status within the Group", Aggressive Behavior, (22), pp.1~15 (1996)