후설의 客觀主義 批判의 敎育的 含意

• 영문명: The Educational Implications on Husserl's Criticism of the Objectivism
• 발행기관: 한국교육철학회
• 저자명: 김신욱(Kim Shin-Wook)
• 간행물 정보: 『교육철학』교육철학 27집, 79~99쪽, 전체 21쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2005.08.01

영문 초록

The purpose of this study is to clarify the motive and the process of Husserl's establishing his theory of experience through the criticism of the objectivism, and contemplate the educational implications. Husserl criticized objective scientism, but it doesn't mean that he did not recognize objective scientism itself. It means that we refrain from taking any judicative position on the opinions of objective sciences first, and then inquire back into the field of prepredicative experience which all the objective sciences are based on. So Husserl's intent is to propose the methods by which objective sciences can have all the validity on absolute grounds. Therefore, the domain where scientific intent does not yet exist is that of the life-world. The ego which comes to the life-world through epoch?leads to the transcendental ego which doesn't have any preconceived opinions for the second time. The transcendental ego is the meditating ego which reflects itself constantly. Therefore, the life-world is on the way to the transcendental ego, and it has the scientific discipline and the invariant structures even if it is the domain prior to sciences. Education aims at the change in humanity, so education deals with the problems of individuals. The life-world experience is suitable to adapt the method of its analysis to the unique situation of individuals. The life-world experience takes a serious view of living up to action in life. Therefore, it helps form practice-centered values by narrowing the gap between theory and practice. It is undeniable that the traditional education method left out of consideration the things that are not verifiable and explainable because special emphasis in traditional education has been attached to quantitative and verifiable things by positivistic thought. So this study would propose alternative measures which could restore those various aspects of human left out of consideration in traditional education. In the phenomenological point of view, teachers should not simply communicate facts, others' explanation, and others' interpretation to the students, but let the students bestow new meanings to them in the same manner as we create or appreciate works of art. Therefore, in the activities of education, partial facts should be considered not separately, but interconnectedly.

목차

Ⅰ. 序言

Ⅱ. 客觀主義와 經驗論의 背景

Ⅲ. 客觀主義 批判과 生活世界

Ⅳ. 敎育的 含意

Ⅴ. 結言

참고문헌