幼稚園과 어린이집에서의 幼兒生活世界에 대한 解釋學的 理解 = (A) hermeneutic understanding of early children's life-worlds in kindergartens and early-child-care-centers

다국어 초록 (Multilingual Abstract)

This study explores the meanings of early children's life-worlds in kindergartens and early-child-care-centers in Korea and attempts to offer some alternatives for better early childhood education from the implications of the meanings. By the mentality which emphasizes efficiency and productivity within educational process in a taken-for-granted technical rationality, the early children' life-worlds are distorted and coloured by the positivistic ideology.
The study consists of four phases in which new understandings of the life-worlds emerge. Early children's life-worlds are not only undivided into subject and object but also based on early children's intersubjective relations to each other in which meanings from the relationship have come to be deep, situation-relied, and temporal. The living process in the play-centered life-worlds is full of meanings which are constituted by early children.
I carried this study by hermeneutic understanding based on my self-reflection. In this study I attempted to make sense of the different experiences of the early children's life-worlds within the early childhood educational process from the perspectives of a kindergarten teacher, a teacher educator, and a student who is studying educational theories and practices. I attempted to open myself to historicality, which Heidegger calls "going on the way toward meanings," to interpret the early children's actions, relations, and languages in their life-worlds. I made texts for the interpretations of life-worlds by the materials attained from participating observation and interview within the early childhood educational institutions. I interpreted the texts from early children's life-worlds by the method of hermeneutic circle based on my horizon and experiences.
Following discussions which draw mainly upon Suransky's notion of play, Merleau-Ponty's notion of body and time, Heidegger's notion of belonging together, Gadamer's notion of understanding, Levinas's notion of face, and Derrida's notion of diffe′rance and textuality, and base on a reflection of the current phenomena of early children's life-worlds, I argue that the early children's life-worlds are pre-ideological and pre-structured substances as the source of theoretic and scientific inquiry based on their experiencing:
a) through one's own body, early child fixes one's self-identity and experiences the habitual body, self-revealing, and the pleasure of direct experiencing;
b) in the relationship of peer group with one another, early child grows and is socialized through the conflicting, debating, violence, and alienation;
c) through being aware of one's own being in the historicality, early child internalizes the life-time consciousness, perceives space as the bases of the life-worlds, and understands the things as the objects of experiencing;
d) by the language itself, early child reveals oneself, thinks, communicates, and becomes one s own being;
e) for the better early childhood education, early childhood educators should wait for time flouring in the natural way after the dispensation of the nature even though there are individual differences among each child s time flouring;
f) early children's parents need to exercise restraint in their excess interferences in early childhood education and in offering some prescriptions for early childhood education.
Even though most early childhood educators insist to emphasize the integration of early children's activities into some categories, within the early child-centered, life-centered, and activity-centered perspectives, in which early children would experience in the institutions, teachers, in reality, practice to teach the separated activities and categories by the teacher-centered and cramming ways. Early childhood educators should endeavor to constitute the more rich and deep meanings by understanding of the characteristics of free play and integrated activities. In this context, I would suggest as follows:
a) going beyond the attitudes to anticipate the behavioral change by outer stimuli, early childhood educators should emphasize the concern at individual early child and his or her life-world itself;
b) applying the method of hermeneutic inquiry appropriate to understanding of the meanings of early children's life-worlds, the paradigm shift of research method for early childhood education should be achieved.

목차 (Table of Contents)

• 목차 = ⅰ
• Abstract = ⅲ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구문제 추출의 경위 = 4
• 3. 연구문제 = 11
• Ⅱ. 이론적 고찰 = 14
• 1. 철학적 해석학 = 15
• 2. 유아생활세계 = 29
• 3. 유아생활세계 연구와 철학적 해석학 = 65
• Ⅲ. 해석학적 연구의 기초 및 연구방법 = 71
• 1. 해석학적 연구의 기초 = 71
• 2. 연구방법 = 85
• Ⅳ. 유아생활세계 텍스트의 해석 = 97
• 1. 마음속에 담긴 신체 = 98
• 2. 더불어 사는 또래 = 114
• 3. 역사성 속의 실존으로 자리 매김 = 132
• 4. 실존의 목자로서의 언어 = 148
• 5. 존재양식으로서의 놀이 = 159
• 6. 생활세계 속의 긴장 = 183
• 7. 수행으로서의 실천 = 204
• 8. 우리 나라 문화 속에서의 유아생활세계 해석에 대한 반성 = 214
• Ⅴ. 유아생활세계에 대한 반성적 의미구성 = 217
• 1. 더불어 속함 = 217
• 2. 민감성과 다양성 = 222
• 3. 타인의 얼굴과의 만남 = 230
• 4. 예술로서의 유아교육 = 236
• 5. 뜸들이기 = 241
• 6. 처방보다는 이해와 해석 = 246
• 7. 유아생활세계의 반성적 의미구성에 대한 반성 = 258
• Ⅵ. 결론 = 262
• 참고문헌 = 268