무조건적 이해와 대화: 오크쇼트 인식론의 교육학적 함의
Unconditional Understanding and Dialogue: an Implication of M. Oakeshott’s epistemology
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
The purpose of this thesis is to examine the meaning of education and the role of educational philosophy through the concept of ‘unconditional understanding’ in M. Oakeshott’s On Human Conduct. Unconditional understanding is not a definitive understanding nor a complete theory but a continuous recognition of the conditionality of every understanding. In this engagement the conditions of understanding are themselves waiting to be understood and not instruments of understanding. So in every understanding there is an invitation to investigate its conditionality. Unconditional understanding has two characters, incompleteness and intimation of conversation. For the recognition and investigation of conditionality makes every understanding to be not yet understood. Furthermore it makes every conditional understanding to accept and relate other conditions without reduction or subjection, that is, in conversational encounte
Abstract
The purpose of this thesis is to examine the meaning of education and the role of educational philosophy through the concept of ‘unconditional understanding’ in M. Oakeshott’s On Human Conduct. Unconditional understanding is not a definitive understanding nor a complete theory but a continuous recognition of the conditionality of every understanding. In this engagement the conditions of understanding are themselves waiting to be understood and not instruments of understanding. So in every understanding there is an invitation to investigate its conditionality. Unconditional understanding has two characters, incompleteness and intimation of conversation. For the recognition and investigation of conditionality makes every understanding to be not yet understood. Furthermore it makes every conditional understanding to accept and relate other conditions without reduction or subjection, that is, in conversational encounte
참고문헌 (21)
- 권영민, "오우크쇼트의 '대화'에 비추어 본 교육의 정당화 문제", 석사, 교육학, pp.2009
- 방진하, "오우크쇼트의 ‘시적 대화’로서의 교육", 도덕교육연구, 21(2), pp.307~334 (2010), 한국도덕교육학회
- 조영태, "도덕교과를 통한 인성교육 : 오우크쇼트의 도덕교육론을 중심으로", 교육과정연구, 18(1), pp.219~251 (2000), 한국교육과정학회
- 차미란, "철학자-군주에 반영된 도덕적 삶의 의미", 도덕교육연구, 9, pp.149~176 (1997), 한국도덕교육학회
- 차미란, "도덕교육의 목적으로서의 知行合一", 도덕교육연구, 15(2), pp.97~116 (2004), 한국도덕교육학회
- 차미란, "예술과 도덕: 오우크쇼트 ‘시적 상상’ 개념의 교육학적 함의", 도덕교육연구, 23(2), pp.93~116 (2011), 한국도덕교육학회
- Coats, W. J., "The Poetic Character of Human Activity" (2012), Lexington Books
- Candreva, D., "The Enemies of Perfection : Oakeshott, Plato, and the Critique of Rationalism" (2005), Lexinton Books
- Corey, E. C., "Michael Oakeshott on Religion, Aesthetics, and Politics" (2006), University of Missouri Press
- Grant, R., "Oakeshott : Thinkers of Our Time" (1990), The Claridge Press
- Nardin, T., "The Philosophy of Oakeshott" (2001), The Pennsylvania State University Press
- Oakeshott, M., "Experience and its Modes" (1933), Cambridge University Press
- Oakeshott, M., "On Human Conduct" (1975), Clarendon Press
- Oakeshott, M., "The Voice of Liberal Learning" (1989), The Yale University Press
- Oakeshott, M., "Rationalism in Politics and Other Essays" (1991), Liberty Press
- Podoksik, E., "In Defence of Modernity" (2003), Imprint Academic
- Podoksik, E., "The Cambridge Companion to Oakeshott" (2012), Imprint Academic
- Ripley, A., "무엇이 이나라 아이들을 똑똑하게 만드는가?" (2014), 부키
- Soininen, S., "From a ‘Necessary Evil’ to the Art of Contingency:Michael Oakeshott’s Conception of Political Activity" (2005), Imprint Academic
- Sullivan, A., "Intimation pursued: The Voice of Practice in the Conversation of Michael Oakeshott" (2007), Imprint Academic
- Tseng, R., "The Sceptical Idealist: Michael Oakeshott as a Critique of the Enlightenment" (2003), Imprint Academic