≪대학 인문역량 강화사업≫을 통한 인문교양교육 운영과 과제

강민희,이승우 동아인문학회 2017 동아인문학 Vol.41 No.-

Since it was selected as ‘a model of basic liberal arts college’ in 2016 for ≪Initiative for College of Humanities' Research and Education (hereinafter, initiative for CORE)≫, Daegu Haany University has made every efforts to achieve qualitative・quantitative growth in liberal arts education of the university by introducing <Innovative measure in the education process of basic liberal arts based on humanities> to the operating system for liberal arts education, the main issue of which is ‘Triple Cube System’ that is 1) expansion of humanities curriculum centered on literature・history・philosophy 2) Building double DNeA BonD System 3) balanced positioning of the operating system for humanities and liberal arts education. However, due to the issues that university has faced and timely・social environments changing rapidly, with just faithful fulfillment of the plan of the initiative, it is not easy to achieve successful realization in the education of humanities and liberal arts which was initially planned by university as well as the goal of ‘a model of basic liberal arts college’ that humanities will contribute to fostering talented creative people equipped with humanities by supporting all the university students to fulfill their role in basic education. I would like to remind you that we can kill two birds with one stone that is it is not until objective and continuous reflection is made on the plan of initiative and the task is drawn accordingly and the alternative is prepared as well as the plan's faithful fulfillment that initiative for CORE is successfully operated and the vision of the education of humanities and liberal arts in Daegu Haany University is realized. Therefore, while the authors outlined the direction and status of basic liberal arts education curriculum at Daegu Haany University, and reflected objectively if the current direction and contents of the curriculum attained the vision and purpose of <Innovation Plan for Basic Liberal Arts Curriculum based on humanities> and “a model of basic liberal arts college” in the Core initiative, They searched for a way to ensure that the liberal arts curriculum based on humanities is stable in the university. I hope the purpose of this discussion reviews the current status of basic liberal arts education at Daegu Haany University objectively and function as a clue preparing the task and the proposal for sustainable growth so that it can help the fulfillment of university's vision and goal of education, “Leading College of Integrated Liberal Arts Education Based on Traditional Values” and “Fostering Healthy Talented People Respecting the Tradition and Lives”. 대구한의대학은 2016년 ≪대학인문역량강화사업(이하, CORE 사업)≫의 ‘기초교양대학 모델’에 선정된 이후 지금에 이르기까지 해당 모델의 기본개념을 충실히 따르기 위하여 1) 문(文)・사(史)・철(哲) 중심의 인문교과목 확충, 2) 2-重 DNeA BonD System 구축, 3) 인문교양교육 운영체계를 균형 있게 배치하는 ‘3-重 Cube System’ 마련을 주요 골자로 하는 <인문기반 기초교양 교육과정 혁신방안>을 교양교육 운영체계에 도입함으로써 대학 교양교육의 질적・양적 성장을 도모하고 있다. 그러나 대학과 인문학이 당면해 온 문제들과 급변하는 시대적・사회적 환경으로 인해 사업계획의 충실한 수행만으로는 “인문학이 대학전체 학생들의 기초교육에 그 역할을 다할 수 있도록 지원하여 인문소양을 갖춘 창의인재 양성에 기여”한다는 ‘기초교양대학 모델’의 목표는 물론, 대학이 당초에 구상한 인문교양교육의 성공적인 실현을 도모하기 어렵다. 이는 사업계획의 충실한 수행과 사업진행과정에 대한 지속적인 성찰, 그리고 문제점의 도출 및 적시의 보완이 이루어질 때야 비로소 CORE 사업의 성공적인 운영과 대구한의대학 인문교양교육의 비전 실현을 동시에 도모할 수 있음을 환기한다. 따라서 논자들은 대구한의대학의 기초교양 교육과정의 방향과 현황을 개괄하고, 현재의 운영 방향과 내용이 <인문기반 기초교양 교육과정 혁신방안>과 CORE 사업의 ‘기초교양대학 모델’의 비전과 취지를 달성하고 있는지를 객관적으로 성찰하는 한편, 인문기반 기초교양 교육과정이 대학에 안정적으로 안착할 수 있는 방향을 모색하였다. 본 논의가 대구한의대학 기초교양 교육의 현황을 객관적으로 살피고, 지속적인 성장을 도모하기 위한 과제와 제안을 마련하는 실마리로 작용해 “전통가치에 기반을 둔 융합교양교육 선도대학”과 “전통과 생명을 존중하는 건강한 인재양성”이라는 대학의 교육비전과 교육목표를 수행하는 데 도움이 되길 기대한다.

인문대를 해체하면 되는 걸까: 교양인문학 또는 인문학 융합교육의 가능성과 의미

최예정 영미문학연구회 2016 안과 밖 Vol.0 No.41

The purpose of this paper is to work out the practical solutions for the survival and/or the development of the humanities focusing on two alternatives: the transformation of the humanities majors into the liberal arts education and the convergence of the humanities and other majors in general education. The crisis of the humanities is not a new issue at all and many arguments have been made of this topic. The request for the CORE project, released in Dec 2015 which was supposedly to aim to promote the scholarship of the humanities, ironically, seemed to stifle the humanities in that it drove the college of humanities to be disbanded in many universities. It triggered a fervent discussion of the paths for humanities to take for its survival and/or development. Two alternatives emerged: one is the disbandment of the college of humanities and tying the humanities to the liberal arts education and the other is the convergence of the humanities with other majors as a part of general education. However, both of them have lots of challenges to be met. The history of the convergence education in Korean universities for the last decade shows that the convergence issue started from an economic interest with the ministry of education taking the lead. To meet the requirements of a series of national projects requested by the ministry of education, new school regulations have been framed with academic systems reorganized and the general education has become a main site for the convergence education. The disbandment of the college of humanities and reorganization of the curriculum of the general education centering on liberal arts is not an easy option either, for the general education has developed its own agenda independent of the humanities and the administrators in the headquarters of the university want to get a palpable output immediately which is hard to expect of the liberal arts education. This paper argues that the viable alternative is to extend the contact line on which the humanities and other majors meet and communicate together. Firstly, the practitioners of the humanities are to develop the liberal arts education which meets the needs of the masses. Secondly, it is needed to build up new humanities in line with digital culture in which the undergraduate students are immersed in. Thirdly, the humanities need to extend their interests to other majors and converge with them crossing the borderline of each discipline.

인문대를 해체하면 되는 걸까 교양인문학 또는 인문학 융합교육의 가능성과 의미

최예정 ( Choi Yejung ) 영미문학연구회 2016 안과 밖 Vol.0 No.41

The purpose of this paper is to work out the practical solutions for the survival and/or the development of the humanities focusing on two alternatives: the transformation of the humanities majors into the liberal arts education and the convergence of the humanities and other majors in general education. The crisis of the humanities is not a new issue at all and many arguments have been made of this topic. The request for the CORE project, released in Dec 2015 which was supposedly to aim to promote the scholarship of the humanities, ironically, seemed to stifle the humanities in that it drove the college of humanities to be disbanded in many universities. It triggered a fervent discussion of the paths for humanities to take for its survival and/or development. Two alternatives emerged: one is the disbandment of the college of humanities and tying the humanities to the liberal arts education and the other is the convergence of the humanities with other majors as a part of general education. However, both of them have lots of challenges to be met. The history of the convergence education in Korean universities for the last decade shows that the convergence issue started from an economic interest with the ministry of education taking the lead. To meet the requirements of a series of national projects requested by the ministry of education, new school regulations have been framed with academic systems reorganized and the general education has become a main site for the convergence education. The disbandment of the college of humanities and reorganization of the curriculum of the general education centering on liberal arts is not an easy option either, for the general education has developed its own agenda independent of the humanities and the administrators in the headquarters of the university want to get a palpable output immediately which is hard to expect of the liberal arts education. This paper argues that the viable alternative is to extend the contact line on which the humanities and other majors meet and communicate together. Firstly, the practitioners of the humanities are to develop the liberal arts education which meets the needs of the masses. Secondly, it is needed to build up new humanities in line with digital culture in which the undergraduate students are immersed in. Thirdly, the humanities need to extend their interests to other majors and converge with them crossing the borderline of each discipline.

인문예술융합 교양교과목을 통한 자기계발 가능성 모색

김경미 한국교양교육학회 2016 교양교육연구 Vol.10 No.4

This study aims to research the necessity and effect of humanities and arts convergence education curricula. As an example of a case study to approach the goal above, the contents and operation method of two convergence curricula in realm of art history were be introduced and its effect was analyzed in this study. <Modern Art and the Human> and <Art and culture> were developed to reinforce student's cultural acceptance, which is a required virtue of a global era member. During these curricula students will have opportunities to comprehend a wide range of world views and matters of human through the works of various ages and cultures, and contemporary art as well. And they can develop a sensibility and empathy through the art works and improve critical and creative thinking skills by debating on various issues. Thus humanities and arts convergence education is a very creative model which lead students to increase the problem solving capability and helpful for self improvement too. Another perspective on the humanities and arts convergence education shows that it can also play a role as an effective academic alternative of character education. The selected works of humanities and arts containing various topics are best texts for character education. The new model proposed, hopefully, will give a new perspective of convergence education. This study will contribute to confirm the necessity and value of humanities and arts convergence education in which Korean universities are relatively less interested. In addition, through this study will help to make a further discussion for the continuing and development and vitalizations of humanities and arts convergence education. 본 연구의 목적은 국내 대학에서 과학기술과의 융합에 비해 상대적으로 관심을 덜 받고 있는 인문예술융합교육의 필요성과 그 효용성을 제시하는 것이다. 이를 위하여 본 연구자가 개발하여 담당하고 있는 교양교과목인 <현대미술과 인간>과 <미술과 문화> 수업사례를 토대로 인문예술융합교육의 자기계발 함양 가능성을 타진해보았다. 미술사는 여러 분야와 연결된 일종의 융합학문으로 인간의 제 문제를 다룬다. 수강생들은 미술 작품들을 통해 다양한 세계관과 문제들을 이해하며 글로벌 시대의 구성원으로서 갖추어야 문화적 포용력을 함양할 수 있다. 동시에 작품과 관련된 주제를 다루는 토론과 실습을 통해 타인을 이해하고 자기주도적인 학습 기회를 가질 수 있다. 따라서 내실 있는 수업내용 구성과 효율적인 수업운영 그리고 다양한 방식의 평가문항 개발로 종합적이고 창의적 사고력 함양이 가능하다는 것을 확인하였다. 또한 다양한 인문학 텍스트와 예술작품을 활용한 인문예술융합교육은 오늘날 새로운 시대적 요청으로 부각된 인성교육의 학술적 대안이 될 수 있음을 제시하였다. 이를 통해 인문예술융합교육은 시대적 요구와 대학의 교육 목적에 부합한 교육모델로 활용될 수 있다는 것을 확인하였다.

인문학으로서의 미술(교육), 미술(교육)의 인문학적 가치 탐색

이은적(Eun-Jeok, Lee) 한국문화교육학회 2020 문화예술교육연구 Vol.15 No.3

미술 교과는 학생들이 인간과 세상을 이해하고 판단하는 안목을 형성하며 비판적 성찰을 통해바람직한 삶을 추구하도록 가르쳐 왔는가? 미술 교과는 인문학 교육과 어떻게 관련되며 이를 어떻게 구현할 수 있을까? 이러한 문제 제기로 이 논문에서는 인문학으로서의 미술(교육), 미술(교육)의 인문학적 가치를 탐색해보는 데 목적이 있다. 이 연구에서는 우선 인문학 교육에 대한 논의를 살펴보고, 인문학적 가치를 중시한 미술교육에 관한 선행연구를 분석하며 그동안 미술(교육) 에서의 인문학적 가치를 어떻게 접근하였는지 검토하였다. 이어서 미술의 인문학적 가치를 다음의 다섯 가지 관점별로 살펴보았다. 첫째, 미술작품은 인간에 관해 이야기한다. 둘째, 미술은 당시의 시대적, 사회적 배경, 삶의 방식이 담겨 있다. 셋째, 예술은 인간과 현실의 관계를 변화시킬수 있다. 넷째, 미술은 모든 인문학의 기초가 되는 행위와 경험에 기반을 두고 이를 극화하는 특수한 임무를 띠고 있다. 다섯째, 미술사, 미학과 같은 미술작품의 해석은 인문학에 의존하며, 인문학적 활동이다. 이러한 관점에 따른 탐색은 미술교육에서의 인문교육의 내용과 방법을 자연스럽게 제시하고 있다. 이 연구 결과는 관점별로의 내용을 구현하는 질적인 수업 설계에 관한 후속연구를 제안하며, 미술교육이 인간을 이해하고 삶의 문제를 풀어가는 데 도움을 줄 수 있는 방향으로 나아가야 함을 시사한다. How is art subject related to humanities education and how can it be realized? With this question raised, this study examines art as humanities and the humanities of art. This study examines the discussion on humanities education, analyzes prior studies on art education that emphasizes humanities, and examines how the humanities values in art (education) have been approached. Next, we examine the humanities of art by five perspectives: First, art works talk about human beings. Second, art contains the era, social background, and ways of life of the time. Third, art can change the relationship between man and reality. Fourth, art is based on the acts and experiences that are the basis of all humanities and has a special mission to dramatize it. Fifth, interpretation of art works such as art history and aesthetics depends on humanities and is an activity of humanities. The exploration of different perspectives in art naturally presents the content and method of humanities education in art education. The results of this study propose a follow-up study on the design of qualitative lessons that embodies contents by perspectives, and suggest that art education should go in a direction that can help humans understand and solve problems in life.

문화예술교육 인적자원 지표체계 구축 방향과 과제

임학순(Yim Haksoon) 한국예술경영학회 2005 예술경영연구 Vol.7 No.-

The paper is concerned with the human resources indicator system in the field of arts education policy. The paper argues the importance of the statistics on the arts education and the human resources. In this paper, the human resources cover the cultural managers, artists and arts educators. As the demand of the arts education increases, these professionals have been considered as a key factor for the effectiveness of the arts education policy. In the evolution of the Korean cultural policy, the policy concerns on the arts education have been expanded since the late of the 1980s. While the arts education policies during the 1980s and the 1990s had valued the cultural welfare, the recent policies have stressed the improvement of the creativity and the development of the human resources. However, in spite of the increasing importance of the arts education, it should be pointed out that there is a few statistics on the arts education and human resources in terms of the policy indicators. In conclusion, the paper develops the human resources indicator system in terms of organization, customer, market and the policy performance. In the process, the demand and supply side of the human resources is considered. The paper concludes that the arts education research center should be established for the purpose of the systematic management on the arts education indicators and statistics.

교양예술교육의 목적과 교육과정에 대한 재사유-실러의 미적 교육론의 관점을 중심으로-

이하준 한국동서철학회 2018 동서철학연구 Vol.0 No.90

이 글의 목적은 실러의 미적 교육론에 기초해 ‘국내 대학의 교양예술 교육과정 운영이 교양교육 및 교양예술교육의 본래 목적성에 충실한가’라는 질문에 비판적 답변을 제시하는 데 있다. 국내 대학의 교양교육의 역량설계, 교육과정 설계와 운영 전반을 고려할 때 이에 대한 논자의 대답은 회의적이다. 교양교육 역량설계에서 심미적 예술역량을 설계한 대학을 찾기가 어렵다. 이것은 교양교육의 기본목적에 부합되는 역량설계라고 보기 어렵다. 교양예술 교육과정 편성의 측면에서 대부분의 대학이 낮은 차원의 이론-체험형 교육과정을 운영하며, 이론-체험 불균형 및 부실 운영실태도 발견된다. 전통적 의미의 리버럴아츠칼리지를 표방하는 대학들도 사정은 마찬가지이다. 교양예술 교육과정에서 융합예술 교과목, 실용주의적 특수목적형 교과목이 증가하고 있는 추세이며 체험집중형 교육과정 운영과 순수이론 집중형 교육과정의 운영이 혼재하는 양상이다. 이와 같은 현상은 교양교육의 이념과 목적이라는 측면에서나 이성과 감성이 조화된 심미적 인간육성을 예술교육의 궁극적 목적으로 간주한 실러의 예술교육론적 관점에서 볼 때 교양예술 교육에 대한 근본적인 재사유를 제기하게 만든다. 논자가 볼 때 교양예술 교과목의 개발과 운영시 실러가 제시한 교양예술교육의 5가지 지향점은 교양예술교육 본래의 목적을 달성하는 데 의미 있는 지침을 제공한다. 또한 그의 사유는 높은 수준의 이론-체험 균형형 교육과정의 운영, 통합형 교양예술 교육과정의 설계, 한국형 융합예술 교과목의 교수방법론 혁신, ‘예술을 향한 충동’ 촉진을 위한 평가방식의 혁신과 시수의 조정 등 학사운영 전반에 걸친 개선을 요구한다. 이 점에서 국내 대학의 교양예술교육의 실태분석과 발전의 모색을 위해 실러의 미적 교육론의 성과와 한계에 대한 재사유와 비판적 현재화가 필요하며 그를 넘어선 새로운 교양예술 교육모델의 개발이 필요하다. The purpose of this paper is to critically answer the question "Is the operation of curriculum of arts education in domestic universities faithful to the original purpose of liberal arts education and arts education" based on Schiller's aesthetic education theory. My answer is skeptical when considering the competence design, curriculum design and operation of liberal arts education in domestic universities. It’s difficult to find a university that designed aesthetic art competencies in the design of liberal education capacity which is not a competency design that meets the basic purpose of liberal arts education. In terms of organizing arts education curriculum, most universities operate low - level theoretical - experiential curriculum, and imbalance theoretical - experience and poor operation status are also found. Universities that represent liberal arts colleges in the traditional sense are also in the same status. Currently, the convergence arts curriculum and the pragmatic special purpose cultural arts curriculum of the curriculum of the arts are increasing and the intensive curriculum, the theoretical curriculum are concentrated. This phenomenon is based on Schiller's view of art education as the ultimate aim of art education in terms of the ideology and purpose of liberal art education and the aesthetic human development in which reason and emotion are harmonized. The five points of art education provide meaningful guidelines for achieving the original purpose of arts education. In addition, its reasoning is based on a high level of theoretical - experiential balanced curriculum, integrated curriculum design, innovation of the teaching methodology of the Korean fusion arts curriculum, and innovation and evaluation methods for promoting 'impulse toward art' and adjustment. In this regard, in order to analyze the actual situation of arts education in domestic universities, we need to reconsider the performance and limitations of Schiller 's aesthetic education theory and develop a new art education model beyond that.

문화예술교육 기획전문인력의 직업적 전문성 연구: 직무분석을 중심으로

이병준(Yi Byung Jun) 한국예술경영학회 2005 예술경영연구 Vol.8 No.-

The recent enactment of “Arts and Cultural Education Promotion Act” means institutionalization of arts and cultural education in Korea. In historical perspectives, institutionalization has facilitated occupational professionalism. One of the main issues in the institutionalization of arts and cultural education is the professionalism of education specialists in the field of arts and cultural education. In particular, the nature of vocational identity of professional educators in arts and cultural education is the main focus of analysis and debate for human resource development in the field of arts and cultural education. This study stresses the diversity of arts and cultural education practices and reveals that the vocational training ot arts and cultural education specialists should be based on diverse curriculum and programs which takes an interdisciplinary approach. Job analysis of arts and cultural education specialists shows that vocational identity perceived by the arts and cultural education specialists is not homogeneous, and it facilitates diversity and flexibility of art and cultural education. Therefore, excessive simplification of vocational identity of education specialists may exert negative effect on the diversity and excellence of arts and cultural education. To meet the needs of the arts and cultural education fields, curriculum for university-based education and training programs of arts and cultural education specialists should be newly developed through an interdisicplinary approach, based on the job analysis of practicing professionals.

디지털 시대 예술교육의 새로운 방향을 위한 탐색적 연구

임미혜,진은영 한국문화교육학회 2018 문화예술교육연구 Vol.13 No.4

Rapid progression into a digital society in the 21st century has meant that the center of discourses regarding future education has shifted towards digital literacy and capabilities. Indeed, the strong preference shown by Generation Z toward new media indicates the emergence of completely different ways of social interactions and communication than ever before. This study proposes ‘Arts with Humanities in Education' as one of the arts education discourses with the capacity to efficiently contribute to the development of literacy and relevant capabilities for a digital era. The notion of ‘Arts with Humanities in Education' inherits and furthers the discourse of Martha C. Nussbaum, who emphasizes the liberal arts education as a crucial part of future education. Following on from this, this study argues ‘Arts with Humanities in Education' aims toward the realization of “imagination of praxis” through the signification of arts activities that are characterized by dialogic aesthetic experiences. On the basis of the theoretical analysis toward new directions for arts education in a digital era, this study reviews an exemplary of “Arts Together,” a program that has been organized and successfully implemented in 2018 by SFAC(Seoul Foundation for Arts and Culture) as part of the regular school curriculum across 103 middle schools in Seoul, and explores the possibility of ‘Arts with Humanities in Education' as a new practice of arts education in school. 21세기 디지털 사회 진입이 가속화하면서 미래교육의 중심 담론이 디지털 리터러시 및 핵심역량 교육으로 향하고 있다. 특히 현재 디지털 Z세대로 불리는 어린이ㆍ청소년 세대의 뉴미디어 선호는 지금까지와는 완전히 다른 사회적 상호작용과 소통방식을 예고하고 있어 디지털 환경에서 필요한 리터러시 이해에 기초하여 교육적 접근이 달라져야 할 것으로 보인다. 본 연구는 디지털 시대에 필요한 예술교육 담론의 하나로서 ‘인문예술교육’을 제안하고자 한다. ‘인문예술교육’은 미래교육의 핵심으로 인문학과 예술교육을 강조한 Martha C. Nussbaum의 인문교양교육 논의를 발전적으로 계승하고, ‘대화적 미적체험’을 특징으로 하는 예술 활동의 언어화 및 의미화를 통해 ‘실천적 상상력’을 실현하는 것을 목표로 한다. 디지털 시대 인문예술교육의 방향에 대한 이론적 논의를 바탕으로 학교교육과정 내 인문예술교육 적용 가능성을 확인하기 위해 2018년 서울 103개 중학교 정규교육과정에서 실행되고 있는 서울문화재단 청소년 인문예술교육 지원사업 <예술로 함께> 프로그램 운영 사례를 참고자료로서 제시하였다. 이를 통해 디지털 시대 예술교육의 새로운 방향으로서 인문예술교육의 가능성을 확인할 수 있었다.

맥신 그린의 ‘미적 체험 예술교육 접근’의 인문교육적 가치: 새로운 ‘인문적’ 교수-학습 패러다임을 탐색하며

곽덕주 ( Kwak Duck Joo ),최진 ( Choi Jin ) 한국교육철학학회(구 교육철학회) 2018 교육철학연구 Vol.40 No.2

본 논문은 오늘날 인문학이 처한 교육적 위기의 본질을 진단해보며, 인문적 사유의 고유한 특징을 탐색한다. 그리고 이러한 인문적 사유를 함양하는 좋은 교수-학습 모델로서 맥신 그린이 제안한 미적 체험(aesthetic experience) 예술교육 접근을 검토하며, 교육에 보다 포괄적으로 적용될 수 있는 ‘인문적 교수-학습’ 방법의 구체적 원리나 특징을 탐색하는 데에 목적이 있다. 전통적으로 인문학은 개인으로 하여금 자신의 삶과 인간 세계에 대해 성찰하고 사유하게 하는 데 그 교육적 의의가 있는 데 반해, 근대 이후 학문분과적인 인문학의 경향은 이론적인 사유방식을 강조함으로써 학생 개인의 삶 및 내적 관심과 연결되지 못한다는 한계를 가진다. 본 논문은 개인적 관여나 관심으로 연결될 수 있는 인문(학)적 성찰의 고유한 성격이 어떤 것일 수 있는지 밝히기 위해, 먼저인문학 고유의 ‘윤리적 텍스트 읽기’ 개념을 소개한다. 그리고 예술작품을 ‘텍스트’로 하여 자기관계를 형성하고 변화시킨다는 의미에서 이러한 윤리적 텍스트 읽기의 한 사례를 보여주는 맥신 그린의 미적 체험 예술교육 접근의 특징을 재구성하고 분석함으로써, 예술작품이나 예술창작을 통한 미적 체험 예술교육이 어떻게 인문교육적 가치를 지닐 수 있는지 보여주는 동시에, 교수-학습의 영역에 보다 포괄적으로 적용될 수 있는 인문적 교수-학습의 패러다임을 개념화하는 데에 확장적으로 활용하고자 한다. This essay attempts to explore a possibility of viewing an aesthetic approach to arts education as formulated by Maxine Greene, a well-known American philosopher of education, as exemplifying a new paradigm of teaching and learning in the humanities. It starts with the diagnosis of the humanities education today that globally faces its serious trouble in showing its public utilities in this highly technological world. What seems to be at stake in the trouble is its failure to show the educational power that is unique to the humanistic thinking or reflection. The traditional humanities exerted its power in its highly theoretical and rationalistic way of thinking, which is now in decline in the midst of the anti-rationalistic post-modern culture. It needs to find its way of being re-connected to the public or students’ personal culture and emotions to recover its relevance to the society at large. The essay attempts to show one way of recovering it by drawing upon the aesthetic approach to arts education as one example of the humanities education. To do so, it will first examine Peter Brooks’ idea of ethical reading as a newly defining concept of the humanistic reading. This concept will guide us to reconstruct Maxine Greene’s idea of aesthetic education in arts. In reconstructing her philosophy of aesthetic education in arts, we will show how aesthetic approach to arts education centering on works of art can be a way of transforming students from inside and affect the way they relate to themselves by way of reading art-works slowly, carefully and interpretatively. We will also argue that this change in self-relation is closely associated with the chance in our relation to others and the world as a whole by drawing upon Hannah Arendt’s political theory based on Kant’s aesthetic philosophy. In other words, the aesthetic approach to arts education can be said to pursue the double changes in students: changes in self-relation and changes in their relation to the world. In conclusion, the essay in the end tries to show how the aesthetic approach to arts education can be educationally resourceful in showing the educational significance of arts education and exemplifying a new humanistic approach in teaching and learning.