프로이트 무의식이론의 인성교육론적 의미
A Research on the Freudian Theory of Unconsciousness for a Extension of the Horizon of Human-nature Education
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Since mid 1990, the necessity of human-nature education has been continuously emphasized by many researchers. However, a human-nature education has been established not firmly until now. I think, the reason lies in a failure, to develope a suitable discourse on it and to integrate it into the mainstream discourse of korean society. We need now a discourse on a human-nature education, which can be applied to our temporal and cultural situation, I think, a solution can be found in a development of new discourse, which becomes possible through a extension of horizon for discussing human-nature education. For this, I examine here some possible types of discourses on human-nature education. Thereafter, it will be searched whether a extension of the horizon is possible through the Freudian theory of unconsciousness. His theory has fundamentally changed the traditional concept of human nature. This change necessitate naturally a change in an understanding of human-nature education. But the Freudian theory is not sufficiently considered in the educational discourses on it in Korea. It will be concluded that the humanity of children can be deeper and broader understood and cared for, if the horizon of human-nature education will be extended to the unconsciousness, if we can discover the mechanism of it and apply it to human-nature education.
Abstract
Since mid 1990, the necessity of human-nature education has been continuously emphasized by many researchers. However, a human-nature education has been established not firmly until now. I think, the reason lies in a failure, to develope a suitable discourse on it and to integrate it into the mainstream discourse of korean society. We need now a discourse on a human-nature education, which can be applied to our temporal and cultural situation, I think, a solution can be found in a development of new discourse, which becomes possible through a extension of horizon for discussing human-nature education. For this, I examine here some possible types of discourses on human-nature education. Thereafter, it will be searched whether a extension of the horizon is possible through the Freudian theory of unconsciousness. His theory has fundamentally changed the traditional concept of human nature. This change necessitate naturally a change in an understanding of human-nature education. But the Freudian theory is not sufficiently considered in the educational discourses on it in Korea. It will be concluded that the humanity of children can be deeper and broader understood and cared for, if the horizon of human-nature education will be extended to the unconsciousness, if we can discover the mechanism of it and apply it to human-nature education.
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