포스트모던 유아교육의 재구성

• 영문명: The Reconstruction of Postmodern Early Childhood Education
• 발행기관: 한국교육철학회
• 저자명: 서상문(Seo Sang-Moon) 장사형(Chang Sha-Hyung)
• 간행물 정보: 『교육철학』敎育哲學 第29集, 65~93쪽, 전체 29쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2006.08.01

영문 초록

  The aim of this study is to reconstruct the whole frame of early childhood education theory on the ground of the principle of postmodernism. In order to this, We tried to build the structure of a new educational theory on the early childhood education. That is to induce the early childhood educational implications of Lyotard"s narrative knowledge theory and Foucault"s power theory. Moreover, the conception of "difference" which could be condensed from former two specific postmodern theory -Lyotard"s and Foucault"s- and is considered as a general postmodern subject has the vision of postmodern education and the important implications of early childhood education.
  First, in this study, We expect that the resistant knowledge theory of early childhood educational petit-narration can oppose the powerful and violent grand-narration of modern educational system. So, the children in the open space of narrative knowledge have a ordinary talk each other in their form of life rather than are injected with a scientific knowledge that makes a competition each other and separates subject from object. Their form of life which is weaved out of play and game consists of ordinary narration. The justification of knowledge in the narrative knowledge is dissolved in their natural communication automatically. And, children grow without any problems naturally in spite of ordinary contradiction and inconsistency in ordinary life world.
  Next, postmodern construction of self rejects the self of transcendental subject which is armed with lethal weapon, "autonomy", rather tolerates others, looks straight own imperfection, and accepts own contextual/historical limitation in the "limit attitude". This is a open construction of self and, We hope, will weaken a power-structure of early childhood education at its maximum. Like this, the reflection about self construction of children is to have an insight into the structure of knowledge-power in which the conception of self is involved originally, nevertheless is to search the possibilities of freedom in the limit structure.
  In conclusion, the postmodern theory of knowledge and power converges on the principle of "difference", just like a resistance against violence that will integrates various individuals into the one, and tolerance(awakening) at others. In other words, postmodern early childhood education demands to acknowledge "difference", and to accept the "difference" as itself that was awkward object in the past. Postmodern early childhood education guides the road on which performs not a compulsory deconstruction of difference but a continuous extension of difference that occurs necessarily in the encounter between children and children, children and teachers, or children and all kinds of others. The principle of difference agrees to the individual values of children, supports to maximize the possibilities of children, and prepares new starting point of postmodern early childhood education for continuos development and creation through the parology.

목차

Ⅰ. 들어가는 말
Ⅱ. 포스트모던 사회에서의 교육적 전망
Ⅲ. 포스트모던적 유아교육 담론의 구성
Ⅳ. 맺는 말
참고문헌
〈Abstract〉

키워드

postmodern education early childhood education Lyotard Foucault litigation difference paralogy