포스트 혼종성 시대 대학교양교육에 대한 철학적 검토

Abstract

Even in the pandemic situation, the compression of space and time is accelerating thanks to the wave of the 4th industrial revolution centered on advanced modern citizens/national states. This phenomenon shows that the expectation of Homi K. Bhabha, a representative postcolonial cultural theorist, are frustrating. As Anne McClintock and others pointed out, this is because the world history is being re-centered. Considering today's global power relations, this study agreed with McClintock‘s claim that the declaration of post-colonialism is hasty, defining the realistically raised the nonhuman turn, interdisciplinary convergence, and educational Metabus discourse as major discourses in the post-hydridity era. It is because each discourse was considered to imply various discussions necessary to critically analyze the goals and areas of university liberal education and the current status of operation and seek new directions. Above all, the nonhuman dimension is an opportunity to reconstruct discussions on human uniqueness from the paradigm to ontology and value theory in a situation where global power relations are in operation, but the reality of university liberal education does not contain the ideology of whole-rounded education and enlightenment. On the other hand, discussions on Liberal education and general education have led to the issues in the area of university liberal education since the launch of medieval European universities. As capital holds a dominant position of education, in order to solve this problem today, it is necessary to clarify the meaning of consilience that crosses the academic fields beyond department and major egoism. Lastly, there is a contradiction that science and technology used in the field of education advocate consumer-centered education, such as electronic attendance systems, but actually otherize students in terms of management. Educational Metabus, which is emerging as an alternative and innovative future in the pandemic situation, needs to be considered as well as content and educational goals as much as instrumental technologies and environments to prevent it from leading to skepticism about the need for education.