「교육의 위기」에 나타난 아렌트의 ‘탄생성’ 교육관에 대한 연구

Abstract

This study attempts to show that the pedagogical meaning of ‘natality’ by Hannah Arendt which is one of the key concepts of her theory and common concept of her works The Human Condition and “The Crisis of Education” is compatible with preserving of natality, the quality of natality seems to be incompatible with preservation though. According to Masschelein’s approach, thanks to pedagogical meaning of plurality and dialogical relationship as premises of human being’s plurality, which are ones of the features of natality, can be an alternative for traditional concepts of modern pedagogy by Kant who argues that “human being is made by education”. Considering that the meanings of education are at least two, the one is general and the other is specific, and the latter one which Arendt herself emphases for its separation from the polity in “The Crisis of Education”, is performed in school generally and is for new young generation, preserving of newness or natality is critical responsibility to educator because distinction between public sphere and private sphere is not exist any more in totalitarian society and because extinction of distinction between of them is the cause of the crisis of education. Through preserving of newness or natality by educator’s authority or responsibility the crisis of education can be overcome in totalitarianism, however preserving of it destroys neither pros of plurality nor pros of dialogical relationship of natality. Therefore we can say that the quality of natality can be compatible with preserving natality and Arendt’s pedagogical concept of natality can be an alternative for traditional concepts of modern pedagogy.