4차산업혁명과 의사소통 교육의 재구성

Abstract

With the advent of the 4th Industrial Revolution, the future of university education and the direction of liberal arts education are also actively discussed. On the other hand, theres is the argument that new talent needed by the 4th Industrial Revolution, while on the other hand, is made the claim that critical reflection on the 4th industrial revolution itself is important. However, university education should foster "liberal people" who can carry out critical reflections on existing society, at the same time it should nurture the talent that society needs. I think this is possible if we develop so-called communication education, such as ‘writing’, ‘reading and discussion’, and ‘thinking and expression’, into communication rationality education, a rational attitude that J. Habermas refers to. Because communication rationality is a human-specific ability of thinking, which is a reasonable attitude that a free person should have to think and discuss the world freely, and can converse on the personal capabilities needed by the 4th Industrial Revolution. To justify this argument, this paper will perform four tasks. First, we look at the task of university education in the era of the 4th industrial revolution, especially when the labor crisis occurred through the use of artificial intelligence. Second, we reveal that the inherent human mental activity that can not be replaced by artificial intelligence lies in communication rationality. Third, we reveal that communication rationality converges on th personal capabilities that the 4th Industrial Revolution requires. Fourth, revealing what the traditional role of universities is, I will argue that existing communication education should be developed into communication rationality education.