교육경험에 대한 가다머의 해석학적 분석

• 영문명: Gadamer's hermeneutical analysis of educational experience
• 발행기관: 한국교육철학회
• 저자명: 정연재(Jeong, Yeon-Jae)
• 간행물 정보: 『교육철학』敎育哲學 第51集, 93~117쪽, 전체 24쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2013.12.31

영문 초록

This article attempts to define and categorize educational experience as a model for enhancing of fundamental learning ability and problem-solving competence at General Education. More specifically, this study calls in question the legitimacy and utility of hermenetical approach of educational experience. Thus it has attempted to clarifying the essential feature of philosophical hermeneutics as source of reciprocal education and good education practice. This study is organized as follows. The first section clarifies the nature of philosophical hermeneutics and its relevance to educational experience. Especially educational experience is characterized by interrealatedness and interplay between learner and teacher. The second section deals with Socratic dialogue and Gadamer's dialectical hermeneutics. Socratic dialectic is an art of questioning. But it consists not in a method, technique of making up questions rather in remaining open so that questions can still occur to answerer and questioner alike. In socratic dialogue Gadamer discerns that questioning is an necessary condition for educational experience. The learning question is a necessary condition of educational experience. Learning process does not issue some ready-made or finalized product that is designed and manufactured by teacher. Genuine guestions are distinguished from pedagogical and rhetorical questions. The third section deals with hermeneutical anaysis of educational experience. Educational experience is always hermeneutical experience. For example, the interchange of learning in educational situation is an interchange of interpretation. It is a dialectical give and take between one interpretation and another. Then final section summarizes the importance of this study of philosophical hermeneutics as source of good educational practice.

목차

Ⅰ. 들어가는 말

Ⅱ. 교육경험의 해석학적 전환을 위한 시도: 가다머 해석학을 중심으로

Ⅲ. 해석학적 교육경험의 기원: 소크라테스적 길을 찾아서

Ⅳ. 해석학적 교육경험의 구조와 특징

Ⅴ. 나가는 말

참고문헌

키워드

dialogue educational experience fundamental learning ability fusion of horizon hermeneutical experience philosophical hermeneutics problem-solving competence questioning understanding