교육경험에 대한 가다머의 해석학적 분석

Abstract

This article attempts to define and categorize educational experience as a model for enhancing of fundamental learning ability and problem-solving competence at General Education. More specifically, this study calls in question the legitimacy and utility of hermenetical approach of educational experience. Thus it has attempted to clarifying the essential feature of philosophical hermeneutics as source of reciprocal education and good education practice. This study is organized as follows. The first section clarifies the nature of philosophical hermeneutics and its relevance to educational experience. Especially educational experience is characterized by interrealatedness and interplay between learner and teacher. The second section deals with Socratic dialogue and Gadamer's dialectical hermeneutics. Socratic dialectic is an art of questioning. But it consists not in a method, technique of making up questions rather in remaining open so that questions can still occur to answerer and questioner alike. In socratic dialogue Gadamer discerns that questioning is an necessary condition for educational experience. The learning question is a necessary condition of educational experience. Learning process does not issue some ready-made or finalized product that is designed and manufactured by teacher. Genuine guestions are distinguished from pedagogical and rhetorical questions. The third section deals with hermeneutical anaysis of educational experience. Educational experience is always hermeneutical experience. For example, the interchange of learning in educational situation is an interchange of interpretation. It is a dialectical give and take between one interpretation and another. Then final section summarizes the importance of this study of philosophical hermeneutics as source of good educational practice.