제 4차 산업혁명 시대의 인간상과 인재상 구현을 위한 교육적 기초 모색 -어린이 철학교육을 중심으로

Abstract

This study was planned to seek effective grounds for education to realize the models of human beings and of competent persons demanded in the age of the fourth industrial revolution. The fourth industrial revolution involves differences from other kinds of industrial revolution. The fourth industrial revolution is characterized by the followings; because the grounds of science technology representing the fourth industrial revolution are similar to those of technology adopted for the third industrial revolution, the gap between the two is often overlooked, and also, its dysfunctional aspects are more focused than in other sorts of industrial revolution. The differences, however, soon result in differences in understanding of humans. It can be summed up largely as distinctiveness between the models of human beings and of competent persons. Thus, this research is intended to focus on the change of human nature to be made up in the age of the fourth industrial revolution and the change in the model of competent persons demanded by the time. Above all, this study will consider human identity that can be discovered due to the characteristics of the age of the fourth industrial revolution and relations humans can be engaged in diversely – particularly, the transborder or ambiguity between humans and machines in the age of the fourth industrial revolution. With an assumption that such consideration over the model of human beings is one of the roles of philosophy, this research will stress the fact that philosophy education for children can play the role sufficiently. Philosophy education for children is aimed to cultivate thinking skills. Here, thinking skills in that education include not only cognitive thinking such as logical and critical thinking but affective skills like caring thinking as well. As in most of the models of competent persons, this study has figured that the models of competent persons demanded by the age of the fourth industrial revolution, too, stress cognitive thinking and character both at the same time. From this perspective, this researcher is to insist that philosophy education for children can develop the two balancedly as an effective program to educate persons of ability demanded by the age of the fourth industrial revolution. For that, this study considered the models of competent persons demanded by the age of the fourth industrial revolution with the criteria of core competencies suggested by the World Economy Forum though fragmentary and focused on the fact that M. Lipman summoned ‘consideration’ that had been regarded as a factor of emotion as ‘caring thinking’, that is ability to think.