아리스토텔레스와 듀이의 여가개념

• 영문명: Conceptions of Leisure of Aristotle and Dewey
• 발행기관: 한국교육철학회
• 저자명: 신득렬(Duk-yul Shin)
• 간행물 정보: 『교육철학』교육철학 27집, 37~59쪽, 전체 23쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2005.08.01

영문 초록

The aim of this paper is to examine and to compare the conceptions of leisure of Aristotle and Dewey. The traditional dichotomy between work and leisure inherited from Greek philosophy and hierarchically organized societies. Unlike Aristotle, Dewey seeks constantly to dissolve traditional dualism, such as natural and moral, individual and social, intellectual and practical. There exists no precise and authoritative definition of leisure. Leisure is an elusive concept. For Aristotle, leisure is not an opportunity to work more satisfactorily; it is better than work and is the point of work. For him leisure means having in itself intrinsic pleasure and intrinsic happiness. Leisure is a virtue and must become the goal toward which each individual and society at large will strive. In contemporary society, work is properly part of every man's fulfilling experiences, and leisure pursuits are no longer the privileged rights of the elite. In a good and balanced life they will indeed be one. Members of society should labor for livelihood and enjoy a cultivated leisure. Human life is not only for work but also for leisure. One of the most deep-seated antithesis in educational history is that between education for useful labor and education for a life of leisure. Liberal education should try for the efficiency and enjoyment of work and vocational education the emotional and intellectual habits procuring a worthy cultivation of leisure. Leisure should be a reward of labor, not exemption from it. Dewey's educational proposal can succeed in making all utilitarian education more liberal. But it can not succeed in making all liberal education utilitarian.

목차

Ⅰ. 서론

Ⅱ. 여가의 개념

Ⅲ. 여가와 노동의 관계

Ⅳ. 여가교육과 직업교육의 관계

Ⅴ. 결론

참고문헌