하버마스와 완당의 교육실천관 비교

• 영문명: A Comparision of the Educational Practices in the theory of J. Habermas and Wandang
• 발행기관: 한국교육철학회
• 저자명: 김태오(Kim, Tae-O)
• 간행물 정보: 『교육철학』敎育哲學 第37集, 55~78쪽, 전체 24쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2009.04.30

영문 초록

The purpose of this paper is to study the implications of educational practice by comparing the praxis of Habermas and Wandang. My research leads to the following conclusions: Firstly, the concept of praxis of Habermas and Wandang shares three common ideas. (1) The conceptual foundations of praxis are normative validity and scientific rigor. (2) The normative value of praxis precedes the technical utility of praxis. (3) Praxis is a normative activity that includes both individual and social dimensions. Secondly, there are two major differences in the concept of praxis in Habermas and Wandang. (1) for Habermas, the basis of normative value of praxis is language itself; for Wandang, it is the words from sages. (2) As to the aims of education, for Habermas, it is the cultivation of the communicative rationality; for Wandang, it is the inculcation of virtue through the study of literature. Thirdly, there are two important educational implications for current society in the views of Habermas and Wandang: (1) First, educational practice is a normative activity. To lead a true and good life, educational ideology has to be put ahead of success-oriented interests. (2) The educational practice goes through the dialectical process of norm, scientific procedure, a system of logic and daily life, individual autonomy & social responsibility, and so on.

목차

Ⅰ. 서론

Ⅱ. 실천관의 구성논리

Ⅲ. 교육실천의 지향

Ⅳ. 결론

참고문헌

Abstract

키워드

J. Habermas(1929-) Wandang Kim Jeong-Hui(1786-1856) communicative praxis Silsagusi normative orientation methodological certainty. educational praxis