변혁적 역량의 니체 철학적 해석
A Study on the Signification of the Transformative Competencies in Nietzsche’s Philosophy
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This study explores the educational philosophical significance of the transformative competency set in the ‘Education 2030’. Transformative competency can be interpreted as the ability of students to create new values while living their lives on their own initiative. Discussing Nietzsche’s writings about the importance of the power to create values, we can summarize the process of the manifestation of this power as affirmation of contingency, self affirmation, and sovereign individual. Nietzsche’s idea also suggests the educational philosophical significance of transformative competency as affirmation of the contingency of life, constant self transformation, and the realization of being a master of one’s own life. Through these considerations, this study explores the educational philosophical significance of transformative competency and agency, and proposes the direction of the competency approach in education.
Abstract
This study explores the educational philosophical significance of the transformative competency set in the ‘Education 2030’. Transformative competency can be interpreted as the ability of students to create new values while living their lives on their own initiative. Discussing Nietzsche’s writings about the importance of the power to create values, we can summarize the process of the manifestation of this power as affirmation of contingency, self affirmation, and sovereign individual. Nietzsche’s idea also suggests the educational philosophical significance of transformative competency as affirmation of the contingency of life, constant self transformation, and the realization of being a master of one’s own life. Through these considerations, this study explores the educational philosophical significance of transformative competency and agency, and proposes the direction of the competency approach in education.
참고문헌 (18)
- 김광민, "역량기반 교육의 매력과 한계", 도덕교육연구, 20(2), pp.171~197 (2009), 한국도덕교육학회
- 김주휘, "니체에게서 삶의 긍정 및 구원Erlösung과 위버멘쉬Übermensch", 철학연구, 131, pp.77~103 (2014), 대한철학회
- 박병기, "니체 ‘초인’개념의 도덕교육론적 성찰", 윤리철학교육, 15, pp.1~15 (2011), 윤리철학교육학회
- 설연경, "‘변혁적 역량기반(Transformative Competencies)’ 미래지향적 교육설계방안", 교양교육연구, 14(3), pp.25~38 (2020), 한국교양교육학회
- 이상은, "불확실성 시대의 학습의 속성에 비추어 본 역량기반 교육과정의 대안적 방향 탐색: 존재론적 접근을 중심으로", 교육과정연구, 36(1), pp.45~69 (2018), 한국교육과정학회
- 이상은, "미래지향적 교육과정 담론에 나타난 학생 주체성의 재개념화: 레비나스의 타자철학을 바탕으로", 교육철학, (68), pp.119~145 (2018), 한국교육철학회[DOI]
- 이상은, "미래지향적 교육과정 설계를 위한 OECD 역량교육의 틀 변화 동향 분석: ‘Education 2030’을 중심으로", 교육과정연구, 37(1), pp.139~164 (2019), 한국교육과정학회
- 이상범, "위버멘쉬와 그의 건강의 실존적 조건", 철학연구, 150, pp.149~180 (2019), 대한철학회
- 이윤소, "포스트모던 사유를 통한 역량교육에 대한 고찰", 핵심역량교육연구, 4(2), pp.25~42 (2019), 한국핵심역량교육학회[DOI]
- 조수경, "인성교육의 요청으로서 니체의 놀이정신", 철학논총, 86(4), pp.429~447 (2016), 새한철학회
- 최소인, "니체의 반도덕주의와 자기 긍정의 윤리", 철학논총, 80(2), pp.487~506 (2015), 새한철학회
- Kofman, Sarah, "Nietzsche and Metaphor" (1993), Stanford University Press
- Nehamas, Alexander, "Nietzsche: Life as Literature" (1985), Harvard University Press
- Nietzsche, Friedrich, "차라투스트라는 이렇게 말했다" (2012), 책세상
- Nietzsche, Friedrich, "선악의 저편·도덕의 계보" (2011), 책세상
- The Future of Education and Skills: Education 2030, "OECD", ~ (2018)
- The Definition and Selection of Key Competencies: Executive Summary, "OECD", OECD, ~ (2005)
- Reginster, Berna, "The Affirmation of Life: Nietzsche on Overcoming Nihilism" (2006), Harvard University Press