Ricoeur 전유(轉有)의 교육해석학적 함의와 도덕교육
The Educational Implications of the Appropriation in Ricoeur and its Moral Education
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The ground of argument that the classroom is found as a hermeneutic text is justified from the textual aspects that the educational performances of classroom make meanings in the dialectic structure of the explanation and understanding. The actions of classroom show the educational meanings and intentions surely only in the reading of text related them. The reading text is a finding and making the meaning through the dialectic interaction between the explanation as a development and the understanding as a envelopment. And the dialectic of the reading text of classroom is converged in the form of interpretation as a concrete method of the understanding. However, from the beginning the completion of interpretation in the educational phenomena and actions is concluded by the confliction and opposition with the letter which is generated in the process of establishment from the phenomenon of classroom to the text of it, that is the appropriation as a hermeneutic narrowing. The appropriation of Ricoeur is realized in the very unique forms and aspects of the 'play' in classroom text. As the process and relation of teaching/learning are replaced those of play which changes the world and reality, the intended results of the interaction and development in the teaching/learning are also a metamorphosis of the world and reality. Because the play itself a 'heuristic fiction' from the changed world and reality in the hermeneutic horizon, the process fo teaching/learning is also the process of inquiry and discovery that reorganizes the structure of world and generates the meaning newly. Moreover, the role and identification are also modified in the educational performance of the play. An author as a playful figure and a reader as a playful figure at the same time impose the role and responsibility each other, and construct the real inter-subjectivity. The clue that the classroom is confirmed as a text and is found as an educational essence really the educational practice of an appropriation which is embodied as an aspect of the play. Finally, the territory of axiology which the hermeneutic text of Ricoeur is reached demonstrates that the educational practice of appropriation is pursuing the foundational value of the moral education. The meaningful implications of the appropriation of play in the educational performance and relationship show that the 'narrowing' mechanism of appropriation is a recovery of the broken relationship of education in itself and a cure of the educational essence which is hurt. If the traditional performances of education cause the severe isolation and alienation in the educational relationship unconsciously, the education of appropriation considers itself as an alternative and effective remedy against the fundamental alienation. The Ricoeur's hermeneutics that adopts an absolute and fundamental otherness as its origin starts from the infinite responsibility on the other in the hermeneutic approach for the moral education, and takes notice of the originally moral attitude. The study insists that the start point of the whole educational implications renovated from the educational hermeneutics of appropriation according to the postmodern context.
Abstract
The ground of argument that the classroom is found as a hermeneutic text is justified from the textual aspects that the educational performances of classroom make meanings in the dialectic structure of the explanation and understanding. The actions of classroom show the educational meanings and intentions surely only in the reading of text related them. The reading text is a finding and making the meaning through the dialectic interaction between the explanation as a development and the understanding as a envelopment. And the dialectic of the reading text of classroom is converged in the form of interpretation as a concrete method of the understanding. However, from the beginning the completion of interpretation in the educational phenomena and actions is concluded by the confliction and opposition with the letter which is generated in the process of establishment from the phenomenon of classroom to the text of it, that is the appropriation as a hermeneutic narrowing. The appropriation of Ricoeur is realized in the very unique forms and aspects of the 'play' in classroom text. As the process and relation of teaching/learning are replaced those of play which changes the world and reality, the intended results of the interaction and development in the teaching/learning are also a metamorphosis of the world and reality. Because the play itself a 'heuristic fiction' from the changed world and reality in the hermeneutic horizon, the process fo teaching/learning is also the process of inquiry and discovery that reorganizes the structure of world and generates the meaning newly. Moreover, the role and identification are also modified in the educational performance of the play. An author as a playful figure and a reader as a playful figure at the same time impose the role and responsibility each other, and construct the real inter-subjectivity. The clue that the classroom is confirmed as a text and is found as an educational essence really the educational practice of an appropriation which is embodied as an aspect of the play. Finally, the territory of axiology which the hermeneutic text of Ricoeur is reached demonstrates that the educational practice of appropriation is pursuing the foundational value of the moral education. The meaningful implications of the appropriation of play in the educational performance and relationship show that the 'narrowing' mechanism of appropriation is a recovery of the broken relationship of education in itself and a cure of the educational essence which is hurt. If the traditional performances of education cause the severe isolation and alienation in the educational relationship unconsciously, the education of appropriation considers itself as an alternative and effective remedy against the fundamental alienation. The Ricoeur's hermeneutics that adopts an absolute and fundamental otherness as its origin starts from the infinite responsibility on the other in the hermeneutic approach for the moral education, and takes notice of the originally moral attitude. The study insists that the start point of the whole educational implications renovated from the educational hermeneutics of appropriation according to the postmodern context.
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