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이지헌(Lee, Jee-Hun),임배(Im, Bae) 한국교육사상연구회 2014 敎育思想硏究 Vol.28 No.2
이 논문은 학생들의 현재와 미래의 잘삶에 기여할 수 있는 '일의 교육'이 어떻게 실현 가능한가를 밝히고자 한다. I장은 취업에 몰입하는 대학교육이나 이에 종속된 학교교육, 그리고 과도한 일에 사로잡혀 있는 사회현실이 자유 민주주의 사회의 목표인 모든 사람들의 잘삶을 왜곡시키고 있는 상황을 살펴보고, 이를 극복해야 할 필요성이 있음을 밝힌다. II장은 논변의 전개에 필요한 기본적 개념들을 잘삶의 증진이라는 방향에서 분석한다. III장과 IV장에서는 잘삶에 미치는 '일의 영향'을 기준으로 삼아 과로사회와 활동사회로 나누어 논의한다. III장은 과로사회의 일 중심적인 삶, 경쟁교육, 강요된 학습의 문제점을 비판적으로 지적한다. IV장은 과로사회의 대안이 될 수 있는 활동사회에서 가능하게 될 균형 있는 잘삶, 이를 위한 '일의 교육', 그리고 자발적 학습의 중요성을 논의한다. 이 논문에서 주장하는 바를 다음과 같이 요약할 수 있다. 첫째, 과로사회에서는 일이 사람들의 삶을 과도하게 지배하고 장시간의 힘든 노동에 시달리게 함으로써 그들의 잘삶에서 멀어지게 만들고, 과로사회의 교육은 한정된 좋은 일자리를 중심으로 벌어지는 치열한 경쟁의 도구가 되어 강요된 학습을 주도함으로써 대다수 학생들의 현재와 미래의 잘삶에 기여하지 못할 가능성이 크다. 둘째, 일이 삶을 지배하는 문화에서 벗어난 활동사회에서는 일과 활동이 적절한 균형을 이루는 잘삶이 모든 사람들에게 가능해질 수 있고, 이런 사회에서는 활동과 일이 적절한 균형을 이루는 '일의 교육'이 가능하게 되며, 이런 교육을 위해 자발적 학습의 의의를 다각적으로 인식할 필요가 있다. This essay attempts to argue that an appropriate education for work is necessary for the well-being of students and that such education is feasible when overwork society is transformed into activity society. Chapter I explains the necessity of finding some ways to overcome the present situation. In the second chapter basic concepts are analysed for the ensuing chapters. In the third and fourth chapters the real society(work society) is contrasted with the ideal society(activity society). Chapter three criticizes the work centrality in the overwork society, highly competitive education and the enforced learning. These criticisms imply alternative ideas of society, education and learning. Chapter four suggests the possibility of more balanced life of well-being, the characteristics of the improved education for work, and the importance of voluntary learning. Through the arguments of these chapters we are able to get the following conclusions. Firstly, we live in an over-work society in which our life is dominated by work and people's life of long work is far removed from their well-being. In this society highly competitive education is used as the main instrument for attaining limited job opportunities and most students' present and future well-being becomes almost impossible attainment because of the enforced learning. Secondly, an alternative vision could be found in an activity society in which peoples' ways of thinking are freed from the domination of work, and well-being of all people is attainable through the balance between work and activity. In this society education can prepare all students for the balanced life between work and activity, and voluntary learning can change school education in the direction of contributing to the attainment of all students' well-being.
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이지헌 ( Jee Hun Lee ) 한국교육철학학회 2012 교육철학연구 Vol.34 No.1
Authenticity is considered by some scholars to be an essential feature of education and to provide a necessary vision for its improvement. The aim of this article is to look for several conceptual features of authenticity which are available in the relevant literature, are distinct from the idea of autonomy, and could be used as a basis for understanding contemporary university education. For this task I examined L. Trilling`s conception of authenticity, C. Taylor`s view of ethics of authenticity, D. Cooper`s emphasis of authenticity-centered conception of education instead of autonomy-centered one, and M. Bonnett and S. Cuypers`s discussion of autonomy and authenticity in education. The idea of authenticity involves aspiration for one`s true being, communitarian attempt to look for original self-hood, capacity for self-concern and constructing one`s own image, and attempt to form individual values and identity. On the basis of these features of authenticity I brought out several implications for improving our university education in the dimensions of authentic student, authentic professor, authentic teaching, and authentic university.
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이지헌(Lee Jee-Hun),이명신(Lee Myung-Sin) 한국교양교육학회 2007 교양교육연구 Vol.1 No.2
The purposes of this study is to interpret the idea of liberal education, to get proper senses of liberal education, and to indicate the ways we can achieve successful liberal education in concrete situations. The practical implications of this study could be summarized as follows. In order to realize a certain ideas of liberal education: ￭ Instead of absolute and solid views of truth and knowledge we need to take provisional and soft nature of knowledge and truth into consideration. ￭ “Pure” autonomy of university and undue influences of the forces of the society are no more acceptable as natural. ￭ Campus culture as a part of students academic life is to be appreciated so that they develop useful competences, academic proficiencies, as well as positive attitudes towards social concerns. ￭ Open-ended, dialogic, critical forms of rationality is to be restored and freed from the domination of instrumental rationality. ￭ Teachers in higher education with research-oriented mind have to appreciate their academic, and professional duty to teach students well. ￭ We need to understand the idea of academic freedom as containing students freedom and their responsibility to learn ￭ We need to appreciate the importance of teaching-learning activities on campus and develop cooperative relationships between university teachers and students. ￭ Students need to develop critical attitudes towards their own areas of studies, different perspectives of diverse academic areas and viewpoints of society in general. ￭ Emphasis on interdisciplinary approaches in university curriculum and instruction can help students to develop as a whole person overcoming the limits of their own areas of studies. ￭ It is necessary to select a proper one from many senses of liberal education according to the concrete circumstances of each university for the realization of the idea of higher education.
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