무조건적 이해와 대화: 오크쇼트 인식론의 교육학적 함의

• 영문명: Unconditional Understanding and Dialogue: an Implication of M. Oakeshott’s epistemology
• 발행기관: 한국교육철학회
• 저자명: 박주병(Park, Ju-Byung)
• 간행물 정보: 『교육철학』敎育哲學 第58集, 57~80쪽, 전체 24쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2016.03.30

영문 초록

The purpose of this thesis is to examine the meaning of education and the role of educational philosophy through the concept of ‘unconditional understanding’ in M. Oakeshott’s On Human Conduct. Unconditional understanding is not a definitive understanding nor a complete theory but a continuous recognition of the conditionality of every understanding. In this engagement the conditions of understanding are themselves waiting to be understood and not instruments of understanding. So in every understanding there is an invitation to investigate its conditionality. Unconditional understanding has two characters, incompleteness and intimation of conversation. For the recognition and investigation of conditionality makes every understanding to be not yet understood. Furthermore it makes every conditional understanding to accept and relate other conditions without reduction or subjection, that is, in conversational encounter.

목차

Ⅰ. 서론

Ⅱ. 조건적 이해

Ⅲ. 무조건적 이해

Ⅳ. 무조건적 이해의 교육학적 함의

Ⅴ. 요약 및 결론

참고문헌

Abstract

키워드

M. Oakeshott Understanding Conditional and Unconditional Understanding Dialogue Educational Philosophy