교사교육과 교육철학의 성격

• 영문명: Philosophy of Education in Teacher Education
• 발행기관: 한국교육철학회
• 저자명: 조용기(Jo Yong-gi) 최석민(Choi Seog-Min)
• 간행물 정보: 『교육철학』교육철학 24집, 157~169쪽, 전체 13쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2003.12.01

영문 초록

Unlike law or medicine, education is a profession of teleology rather than of methodology. The major concern of law or medicine may be the restoration of a lost homeostasis or status quo called health or justice. But with education, what is at stake is not restoration but improvement of the status quo, toward an imagined blueprint which has not yet been experienced. Educational concern-and thus controversies-are with the aims of improvement, while, legal or medical concern may be with the methods of restoration. Contrary to a dominant sense-making around schools, even the basicness of basic education could not be given a shape without reference to an aim of education, at least implicitly. Specific types of contents and methods may usually be traced to some specific types of aims or purposes. The same science teaching, for example, can emphasize either the content of the scienced or the process of sciencing, depending on different educational purposes. The same "interest" can be understood either as benefit or as engrossment, according to the difference in purpose. We may have erred much less if we understood that open education or performance assessment were reflections of a different educational purpose from, rather than different methods to, the existing educational purpose. One would thus have to make sure, before embarking on teaching, what kind of aims or purposes he or she is after. Philosophy of education in the teacher education program, therefore, would have to be a course on aims of education instead of an introductory emphasis which seems to dominate current philosophy of education practice in teacher education. The philosophy of education major would of course have to have an introductory course in its curriculum; but a teacher education program, which seems greatly in need of an overall educational guideline but usually has just one course on philosophy of education, could not remain satisfied with an introductory course on philosophy of education.

목차

Ⅰ. 목적의식, 교직의 특수성

Ⅱ. 목적으로서의 실천

Ⅲ. 교사교육과 교육철학

Ⅳ. 결론

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