Ricoeur 전유(轉有)의 교육해석학적 함의와 도덕교육

• 영문명: The Educational Implications of the Appropriation in Ricoeur and its Moral Education
• 발행기관: 한국교육철학회
• 저자명: 서상문(Sea, Sang-Moon)
• 간행물 정보: 『교육철학』敎育哲學 第40集, 103~149쪽, 전체 47쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2010.04.30

영문 초록

The ground of argument that the classroom is found as a hermeneutic text is justified from the textual aspects that the educational performances of classroom make meanings in the dialectic structure of the explanation and understanding. The actions of classroom show the educational meanings and intentions surely only in the reading of text related them The reading text is a finding and making the meaning through the dialectic interaction between the explanation as a development and the understanding as a envelopment. And the dialectic of the reading text of classroom is converged in the form of interpretation as a concrete method of the understanding. However, from the beginning the completion of interpretation in the educational phenomena and actions is concluded by the confliction and opposition with the letter which is generated in the process of establishment from the phenomenon of classroom to the text of it, that is the appropriation as a hermeneutic narrowing. 깐le appropriation of Ricoeur is realized in the very unique forms and aspects of the ’play’ in classroom text. As the process and relation of teaching/learning are replaced those of play which changes the world and reality, the intended results of the interaction and development in the teachingllearning are also a metamorphosis of the world and reality. Because the play itself a ’heuristic fiction' from the changed world and reality in the hermeneutic horizon, the process fo teaching/learning is also the process of inquiry and discovery that reorganizes the structure of world and generates the meaning newly. oreover, the role and identification are also modified in the educational performance of the play. An author as a playful figure and a reader as a playful figure at the same time impose the role and responsibility each other, and construct the real inter-su비ectivity. Thie clue that the classroom is conf11TIled as a text and is found as an educational essence really the educational practice of an appropriation which is embodied as an aspect of the play. Finally, the teπitory ofaxiology which the hermeneutic text of Ricoeur is reached demonstrates that the educational practice of appropriation is pursuing the foundational value of the moral education. The meaningful implications of the appropriation of play in the educational performance and relationship show that the ’narrowmg’ mechanism of appropriation is a recovery of the broken relationship of education in itself and a cure of the educational essence which is hurt If the traditional performances of education cause the severe isolation and alienation in the educational relationship unconsciously, the education of appropriation considers itself as an alternative and effective remedy against the fundamental alienation. The Ricoeur’s hermeneutics that adopts an absolute and fundamental otherness as its origin starts from the infmite responsibility on the other in the hermeneutic approach for the moral education, and takes notice of the originally moral attitude. The study insists that the start point of the whole educational implications renovated from the educational hermeneutics of appropriation according to the postmodem context.

목차

I. 들어가는 말

II. 텍스트: 설명과 이해의 변증법

Ill. 해석: 소격화와 전유의 변증법

IV 교실의 텍스트· 전유의 행동앙태로서의‘놀이’

Ⅴ. 전유(輯有)의 도덕교육론

VI 맺는말

침고문헌

Abstract

키워드

educational hermeneutics appropriation Ricoeur moral education text play hermeneutic dialectic interpretation