‘피로교육’을 넘어서는 교육의 새로운 지평으로서 향유

Abstract

The present education has been driving us into 'saturation of possibility' in extreme competition in technology and information society. Such liquid modern education pushes us to the direction of open adaptation value against a number of risks and challenges. As a result, the present education is busy solving temporal and phenomenal symptoms rather than solving fundamental causes of problems when facing unexpected risks or accidents. In other words, unsolved issues are always valid and keep threatening us with anxiety and fear. This context means the sole lead of excessive 'adaptation education' prohibiting 'enjoyment education' as the limit which education works as the link in fatigue education. Liquid modern education keep driving only toward 'adaptation education' at an increasing tempo by blocking the bridge to enjoyment education as the 'unintentional result.' In recent technology and information society, education requires the adequacy of disposable knowledge required by unexpected situation, without memorizing and reproducing permanent truth any more. In this context, education can identify the hope of opportunity enabling an individual to express the creativity of new picnolepsis. Nonetheless, the present education has been exposing the difficulty in identifying the unpredictable change and rapid risk of education by concentrating only on 'adaptation education.'Enjoyment as the new horizon of education, that is, the new horizon of education making a society adapt itself to human beings, is to recognize what becomes extinct in the world enabling the access through internet and electronic media at ultra high speed all over the world. This context is to fundamentally understand the horizon where 'enjoyment education' is positioned. Enjoyment, the new horizon of education, shall adjust the speed of acceleration driving toward 'fatigue education' by slowness, the resistant creativity. Only with such effort, continuous deferment of problems is not postponed any more but dealt by effective and creative action. To this end, it is required to allow the consilience and slowness of 'interdisciplinary promenade' to embrace and adjust the viewpoint of the wholeness from the acceleration driving the present education toward excessive performance restricted by segmented specific area of fatigue education. Furthermore, like an artist taking a walk to a variety of neighboring fields and resonating the delight of enjoyment with the best enthusiasm poured on art works, it is required for learners to open the new horizon to new episteme in order to restore the sympathy of communication to react and overcome against the risk of education together by combining my entelechy and other's entelechy into synergic collective intelligence, that is, 'cooperative learning', through the delight of enjoyment in the process doing their best with their art works in their life.