아이의 눈으로 회인(誨人)탐구: 교육인류학의 교육 탐구와 실천

Abstract

The purpose of this article is to explore how anthropology of education can specifically contribute to solve the problem of paradoxes that inevitably arise in the scene of education, focusing on the method of inquiry and practice of anthropology of education. Customized education that the Korean government has been actively promoting in recent years is to pursue education of de-factory process. It is also an attempt to shift from the education of serf-discipline to master-enlightening. However, there is Meno's paradox in the process of master-enlightening. This paradox cannot be solved verbally. The process of experience through solving the paradoxical problem proposed by Dewey can be an alternative. However, in order for teachers to have students form a new perspective on the subject through paradoxical problem solving, they must understand what the student's existing perspective is, and they must be able to properly support or assist the student's problem-solving process from the student's point of view. And it is necessary to have the methods of inquiry and practice to do the job properly. "Master-enlightening inquiry in the eyes of a child" can be a proper concrete method for it. It is complementary application of participatory observation methods applied by cultural anthropologists to understand insider's perspectives and the practice inquiry method applied by Levin for social practice. If teachers in school field learn this method of anthropology of education, teachers will be able to inquire various students with different characteristics and practice the education of master-enlightening. Therefore, the practice that anthropologist of education should do is to guide teachers in the school field the method of Master-enlightening inquiry in the eyes of a child through workshop.