문화적 과정으로서의 교육: 교육인류학을 위한 비판적 고찰
Education as a cultural process: A critical review on the anthropology of education
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이 글은 교육을 인간 문화의 핵심적 토대로서 이론화하기 위해 교육의 개념 및 속성, 인간 학습과 문화에 있어서의 교육의 역할, ‘사회화’와 ‘교육’의 구분, 문화의 두 차원과 관련한 교육적 과정의 이중성 등을 비판적으로 고찰한다. 또한 교육에 대한 규범적 접근이 가지는 한계를 지적하고, 교육인류학적 연구를 위하여 보다 포괄적이고 현실적인 교육 개념을 제시한다. 이를 위하여 먼저 인간 학습의 특수성을 문화적 학습의 개념으로 살펴보고, 문화적 학습을 촉진하는 활동으로서 교육이 인간 고유의 활동이라는 점을 명확히 한다. 교육은 인간의 종(種) 보편적 행위이지만 특수한 문화적 맥락 속에서 수행되는 바, 교육의 보편성과 특수성의 두 차원은 문화 자체의 두 차원과 관련된다. 따라서 문화에 대한 상보적인 두 개념, 즉 보편주의적 문화 개념과 상대주의적 문화 개념을 검토하고, 이것이 교육의 이중적 차원과 연결되어 있음을 논의한다. 교육은 개인이 문화에 적응하도록 하게 하는 동시에 문화를 새롭게 구성할 수 있도록 하는 역동적인 과정인 바, 교육을 문화와의 관련 속에서 볼 때 기존의 ‘사회화’와 ‘교육’에 대한 이분법 및 교육에 대한 규범적 접근 대신, 보다 포괄적이고 현실적인 접근이 요구된다.
Abstract
This paper proposes a concept of education that enables us to approach education in a more inclusive and realistic way, going beyond limitations of a prevailing, value-centered approach to education. In so doing, it first examines the characteristics of human cultural learning, and identifies education as a quintessential human activity. Education is a species-universal phenomenon in human, yet it is carried out in particular cultural contexts. These two dimensions of education, universality and particularity, are linked with the two dimensions of culture. Thus two contrasting culture concepts, universalist and relativist are examined in relation to the dual nature of education. Education needs to be considered a dynamic process in which individuals are led to adapt to their culture, at the same time that culture is asked to meet the needs of the individuals. Education being conceptualized in this light, a dichotomy between “socialization” and “education” cannot be held. The paper claims that this conceptualization of education better serves the anthropology of education.
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