학교교육의 근대적 주체형성 문제와 교육적 대안

• 영문명: The Problems of Modern Subject Constitution of Schooling and The Educational Alternative Idea
• 발행기관: 한국열린교육학회
• 저자명: 전현곤(Jeon, Hyeon-Gon)
• 간행물 정보: 『열린교육연구』열린교육연구 제17집 제2호, 1~22쪽, 전체 22쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2009.05.30

국문 초록

본 연구는 근대의 학교교육이 합리적 이성을 표방하지만 사실은 기계적이고 도구적인 이성을 갖춘 주체를 형성하고 있으며, 이러한 학교의 도구적이고 획일적인 주체형성과정과 비 성찰적 학교환경은 탈 근대적 사회 환경과 다중적인 주체형성과정을 경험하고 있는 현재의 청소년들에게 자신의 삶을 성찰할 수 있고 유연하면서도 통합된 정체성을 형성시킬 시회를 제공하지 못하고 있다는 인식에서 출발한다. 결론적으로 본 연구는 학교가 학생들을 합리적 이성과 문화적 감수성을 갖춘 성찰적인 주체로 형성시키기 위해서는 학교육이 계몽주의적 담론에서 벗어나서 주체형성론과 문화연구의 연구 성과들을 도입할 것을 제안한다.

영문 초록

The purpose of this thesis is to explore the problems of subjects constitution of schooling and tthe alternative ideas. The problems and contents set up to achieve this purpose are as follows: First, schooling claim to stand for reasonal reason but, in a practical manner, schooling constitute instrumental reason and mechanical reason. Second, the process of instrumental and standardized subjects constitution and unreflecting school environment do not afford the chance to adolescents reflect on their life and constitute flexible identity. Third, in this conditions, school can not claims validity of schooling. fourth, this thesis claims that the school introduce the theory of subject constitution and cultural studies in educational discourse This thesis draw on theories of subjects by Althusser and Foucault to understand the processes of construction and deconstruction of modern subject in school. According to the modern conception of subject a human being is presupposed to be the center of the world and also the reasonal, conscious and apriori subject. In contrast, Althusser and Foucault stress that the human subject is a kind of product of modern society and it is constructed by unconsciousness, linguistic order, discourse, discipline, and cultural regulations rather than they assume it as self-evident being. The subject constitution processes in school are characterized largely by being constructed by the knowledge as discourse, discipline and the characteristics of school space and this type of subject is a sort of centered, reasonal and rational ones. This thesis claims that the school introduce the theory of subject constitution and cultural studies in educational discourse because the school in the postmodern age needs to be concerned with the processes of subject constitution of students to understand adolescents correctly. And this thesis claims that school needs to constitute a reflective school environment that is capable of transforming instrumental reason to reflective one, achieving a balance between reason and cultural sensitivity, and also transforming multiple and schizophrenic subjects to flexible ones.

목차

I. 문제의 제기

II. 근대적 주체와 학교의 주체형성동인

III. 학교교육과 주체형성

VI. 주체형성론의 교육적 의미

V. 결론 및 제언

참고문헌

초록

키워드

주체 주체형성 정체성 성찰적 학교환경 문화연구 subject subject constitution identity reflective school environment cultural studies