학술논문
Derrida의 ‘로고스 해체’와 그 교육학적 함의
이용수 99
- 영문명
- Derrida"s Deconstruction of Logos and Educational Implications
- 발행기관
- 한국교육철학회
- 저자명
- 서상문(Seo Sang-Moon) 장사형(Chang Sha-Hyung)
- 간행물 정보
- 『교육철학』敎育哲學 第30集, 67~89쪽, 전체 23쪽
- 주제분류
- 사회과학 > 교육학
- 파일형태
- 발행일자
- 2006.12.01
5,560원
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국문 초록
영문 초록
From the ancient age, the question of the foundation and the substance has been a important theme in the history of western philosophy, and the process of solving the question has conditioned the structure and the system of science. Thus, all kinds of sciences are activities that elaborate the question of the foundation/substance and that organize the system of explanation about the question. Education as a systematic science accepted a universal scientific duties, and by building a formal system/structure established the scientific identification.
The deconstructive strategy of Derrida defines the foundational character of science in depending on the foundation and the substance as logocentrism, and tries to reverse the unconditional dependence on the foundation of the logocentrism from the bottom. Especially, the logocentric tradition of western metaphysics accompanies the presence of speech/phone, that is the identification of logos, and violent system of dualism that is deduced from the presence of logos. Therefore, Derrida perceives the clue of deconstruction that breaks up and destroy the logocentric dualism in the hierarchical system of dualism paradoxically, and embody it as the logic of supplement and the language of pharmakon in the text of Plato where logos was born too. The pharmakon of Plato is the absence of the writings substituting for the presence of the speech/phone, and is the language of the Death and Mimesis substituting for the language of the Life and Creation. Thus, the supplement of pharmakon denies the self-identification of Logos, but suggests the logic of ambiguity and ambivalence that is delayed forever. Nevertheless, this is the real explanation of the real and origin world in which we are living, and this shows us, he insists, what is happening in the world. The world is a text that is making a meaning by weaving the texture.
The educational metaphor of pharmakon is a starting point that exposes the limit of logocentric education, and a message of the hope that develops a new education. This article showed properly that the violence of Logos threatened the educational Ideal in the fields of educational praxis, at the same time dissolved sensitive(excessive) allergic response to the language of deconstruction that is related with pharmakon in the application of education. Furthermore, we re-conceptualized the foundational concepts of logocetric education, and demonstrated that the education of identity/reasonability/ structure should be substituted for the education of non-identity/non-reasonability/ structureless in the article. Derrida"s khora guides that non-identity/non-reasonability/ structureless education is making the maternal tolerance, acceptance, and caring bosom in the educational reality. Education is not the paternal violence and ruling any more.
Finally, the education of pharmakon is focusing on the mimic gesture of the supplement logic. The mimesis of pharmakon is a kind of resistant language that resists the creation of Logos. While the traditional education of Logos concentrates on the transcendental Idea in the mythos of Creation, the radical education of pharmakon considers the value of ordinary mimesis of life that supports the growth and development of the human being. However, the creation in the logic of pharmakon is equal to the ordinary mimesis, because the meaning of creation is melted in the ordinary activities in which we live and learn. In conclusion, the mimesis education of pharmakon substituting for the creation education of Logos tries to correct properly the twisted phenomenon of education by the violence and obligation of modern education, and to recover the education itself absolutely. The contextual reconstruction of creation in the contemporary educational philosophy -the creation is defined as the novelty and the reasonability of evaluation at the same time- can be re-read properly and c
The deconstructive strategy of Derrida defines the foundational character of science in depending on the foundation and the substance as logocentrism, and tries to reverse the unconditional dependence on the foundation of the logocentrism from the bottom. Especially, the logocentric tradition of western metaphysics accompanies the presence of speech/phone, that is the identification of logos, and violent system of dualism that is deduced from the presence of logos. Therefore, Derrida perceives the clue of deconstruction that breaks up and destroy the logocentric dualism in the hierarchical system of dualism paradoxically, and embody it as the logic of supplement and the language of pharmakon in the text of Plato where logos was born too. The pharmakon of Plato is the absence of the writings substituting for the presence of the speech/phone, and is the language of the Death and Mimesis substituting for the language of the Life and Creation. Thus, the supplement of pharmakon denies the self-identification of Logos, but suggests the logic of ambiguity and ambivalence that is delayed forever. Nevertheless, this is the real explanation of the real and origin world in which we are living, and this shows us, he insists, what is happening in the world. The world is a text that is making a meaning by weaving the texture.
The educational metaphor of pharmakon is a starting point that exposes the limit of logocentric education, and a message of the hope that develops a new education. This article showed properly that the violence of Logos threatened the educational Ideal in the fields of educational praxis, at the same time dissolved sensitive(excessive) allergic response to the language of deconstruction that is related with pharmakon in the application of education. Furthermore, we re-conceptualized the foundational concepts of logocetric education, and demonstrated that the education of identity/reasonability/ structure should be substituted for the education of non-identity/non-reasonability/ structureless in the article. Derrida"s khora guides that non-identity/non-reasonability/ structureless education is making the maternal tolerance, acceptance, and caring bosom in the educational reality. Education is not the paternal violence and ruling any more.
Finally, the education of pharmakon is focusing on the mimic gesture of the supplement logic. The mimesis of pharmakon is a kind of resistant language that resists the creation of Logos. While the traditional education of Logos concentrates on the transcendental Idea in the mythos of Creation, the radical education of pharmakon considers the value of ordinary mimesis of life that supports the growth and development of the human being. However, the creation in the logic of pharmakon is equal to the ordinary mimesis, because the meaning of creation is melted in the ordinary activities in which we live and learn. In conclusion, the mimesis education of pharmakon substituting for the creation education of Logos tries to correct properly the twisted phenomenon of education by the violence and obligation of modern education, and to recover the education itself absolutely. The contextual reconstruction of creation in the contemporary educational philosophy -the creation is defined as the novelty and the reasonability of evaluation at the same time- can be re-read properly and c
목차
Ⅰ. 들어가는 말
Ⅱ. 로고스 중심주의에 대한 Derrida 해체전략
Ⅲ. Derrida 로고스 해체전략의 교육학적 함의
Ⅳ. 맺는 말
참고문헌
〈Abstract〉
Ⅱ. 로고스 중심주의에 대한 Derrida 해체전략
Ⅲ. Derrida 로고스 해체전략의 교육학적 함의
Ⅳ. 맺는 말
참고문헌
〈Abstract〉
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참고문헌
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