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홍윤택 ( Hong Yun-taek ),이병승 ( Lee Byung-seong ) 한국교육철학회 2020 교육철학 Vol.77 No.-
The Paideia Program is a 12 years of public educational reform plan for all children. Basically, the purpose of this program is to provide children with the education of same quantity and quality. This program make people to learn basic learning skills and develope the inner world of mind so that they can have a broader perspective of understanding the nature and the world. The effectiveness of this program is not limited to children, and its importance should be more emphasized for adults. In a democratic society, everyone should be liberally educated person to solve the practical problems faced in life. Furthermore, everyone should realizes unique possibilities and ideals of their own. Therefore, the importance of the paideia program for lifelong education should be emphasized more.
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홍윤택(Hong, Yun-Taek),이병승(Lee, Byung-Seong) 한국교육철학회 2018 교육철학 Vol.68 No.-
The purpose of this article is to reveal the reading philosophy of Hutchins and to suggest some its educational significance. President Hutchins and his colleagues published ‘Great Books of the Western World’ in 1952. Hutchins regarded reading of a ‘Great Books’ as the substance of liberal education. By reading these books, he thought that human can develop a rational intelligence. And a cultivated attitude based on rational intelligence was something that everyone should have achieved. Eventually, Hutchins emphasized the need for great conversations through classical reading. Reading philosophy of Hutchins has three educational significance. First of all, classic reading is aimed at realizing the ideals of liberal education. And classic reading should be dealt with as a lifelong education program and for democratic civil education. Reading philosophy of Hutchins suggests several implications for reading education today. First, classic reading education should be developing a rational intelligence. Secondly, the classic reading education must be done for the realization of cultivated mind of all people. Thirdly, classic reading education must be done for great conversation. Fourthly, classic reading education should be done over a lifetime in order to cultivate the right qualities of citizens living in a democratic society. We must believe in education as a way of social reform. It is the role of human beings to overcome and improve the absurdity and contradictions that exist in the real world and so liberal education is responsible for the beauty of the inner world of man. Therefore, to expand liberal education, classic reading education should be emphasized more.
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홍윤택(Hong, Yun-Taek),이병승(Lee, Byung-Seong) 한국교육철학회 2021 교육철학 Vol.81 No.-
Even if all human activities are valuable in that it pursues certain kind of real good, Adler insists that the most valuable activity is leisure-work because it leads to the continuous growth of the individual s mind, develops prudence and helps realize his happiness. Adler recognize that happiness is ‘a good life as a whole’. According to him, it is the only universal form of happiness that everyone should realize. In order to realize ‘a good life as a whole’, everyone should be able to distinguish real good and apparent good by his prudence. Adler considers reading is the most important leisure-work. Reading makes every person a free man with prudence by achieving mental, moral, spiritual growth. Ultimately, Reading education contributes to the realization of all human s happiness.
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홍윤택(Yun-Taek Hong),이병승(Byung-Seung Lee) 한국교육사상학회 (구 한국교육사상연구회) 2024 敎育思想硏究 Vol.38 No.1
이 글의 목적은 서구의 도덕주의 전통 그리고 그에 대한 반발로 등장한 심리주의의 특징과 그것들이 교육에 미친 영향들을 검토해봄으로써, 교권과 학습권을 양립시키기 위한 교육의 방향을 모색하는 데 있다. 도덕주의는 인간을 합리적이고 이성적인 존재로 상정하면서 교육의 목적을 도덕적인 인간의 양성에 두었다. 반면에 심리주의는 인간이 지닌 본능적 충동의 중요성에 주목하면서 교육은 아동의 내면적 욕구를 고려하여 이루어져야 한다는 점을 강조하였다. 그 결과 교육현장에서 학습권은 존중받아 왔지만 교권은 추락하는 일들이 빈번하게 발생하였다. 교권과 학습권은 서로 대립되는 개념이 아니다. 이 둘은 동전의 양면과 같이 교육권의 두 측면을 이루는 것으로서 어느 것이 더 중요하다고 할 수 없다. 따라서 교육의 향방(向方)은 도덕주의와 심리주의에 기반하는 이 두 측면을 어떻게 조화시키는가에 따라 결정될 수 있을 것이다. 이 글은 이러한 문제의식을 가지고 교권과 학습권의 변증적 관계를 밝히고자 하였다. 첫째, 아동의 자유는 어디까지나 책임과의 조화 속에서 강조되어야 한다. 책임을 전제하지 않는 자유는 언제나 방종을 가져오기 때문이다. 둘째, 아동의 개성이나 흥미와 같은 내적 동기는 교육의 과정에서 중요하게 다루어져야 하지만 그것보다 아동에게 적절한 훈육이 먼저 이루어져야 한다. 셋째, 교사는 학생에게 올바른 삶의 자세를 제시하기 위하여 교육적 권위를 행사할 필요가 있으며, 학생은 도덕적으로 정당한 권위를 인정하는, 소위 합리적 승인의 태도를 가져야 한다. 교육사태에서 자유와 책임, 흥미와 훈육, 권위와 승인은 늘 충돌하기 쉽다. 이러한 요소들을 어떻게 조화시킬 것인가 하는 것이 교육의 성패를 좌우할 수 있다는 점에서 교사와 학생 그리고 학부모의 공감대 형성이 무엇보다 중요하다. This article aims to propose a direction of education in which the teacher’s authority is compatible with the student’s right to learn. Moralism recognizes humans as rational beings and thus views education as intended to make man moral. Conversely, psychologism focuses on instinctive human compulsions, emphasizing that education should consider children’s needs. Teacher’s authority and student’s right to learn are not opposed concepts; therefore, the desirable direction of education should be found in a dialectical relationship between moralism and psychologism. First, student’s freedom should be emphasized in harmony with their responsibility. Second, students should be disciplined and their inner motives be considered an important factor in education. Third, teachers should have educational authority over students to present a moral attitude of life, and students should conform to the teacher’s legitimate authority. Education leads children to a moral life; however, the instinctive compulsion of children should still be considered carefully in the process of education to manage immature students.
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