몽테뉴(Montaigne)와 루소(Rousseau)의 교육사상 비교 연구 - ‘도덕적 판단력’과 ‘양심(良心)’을 중심으로 -

Abstract

The goal of this study is to discuss the educational thoughts of Montaigne and Rousseau, focusing on Montaigne’s Moral Judgement and Rousseau’s Conscience as The Morality. For this goal, I examined Montaigne’s The Essays and Rousseau’s Emile, focusing on theirs education of natural and negative education as educational principles. Montaigne criticized the scholastic manner of intellectual education prevalent in those and made an attempt to propose some suggestive educational principles. He thought the ultimate purpose of education should be to train of moral judgement, not of great knowledge, and all sorts of knowledge including the humanities should be utilized for this as means. This attitude toward knowledge he demanded is closely related philosophical method of Pyrrhonism and Socrates. Rousseau claims human beings are good by nature but rendered corrupt by society. Because of self-interest, human beings are to be inequality and corrupt in modern society. People in modern society have lost human values of being suffering a sense of relative deprivation and alienation. In Emile, the ultimate objective of Rousseau’s education is to raise morally matured human. According to him, human cannot be a moral being merely by understandings, intellectual judgement and it is conscience that morality reckless understanding. Conscience is made of self-love and sympathy which are natural principles. Rousseau asserts that human being can be moral being when they follow conscience’s order. In all, Montaigne’s Moral Judgement and Rousseau’s Conscience, reframed with theory and practice in respect of today, helps us to settle the problems of democracy and education in our current society. This study concludes that the current discussion of the moral education must be guided by creative thinking abilities based on moral judgement as reason and conscience as emotion.