敎授-學習理論의 認識論的 意味 = Epistemological Meaning of Learning-Instruction Theory implied in Chu-Hsi's View of the I-Ching

국문 초록 (Abstract)

교수-학습이론은, 그것이 어떤 것이든지 간에, 교사와 학습자와 교과의 관계를 설명하는 것을 핵심적인 관심사로 삼을 수밖에 없다. 주역에 관한 정이의 견해에 바탕을 두고 있는 주희의 종합적 주역관은 교수-학습이론을 구성하는 이들 삼자가 어떻게 연결되어 있는가를 여실하게 보여준다. 주역에 관한 주희의 종합적 견해에 따르면, 교사는, 자신에게 이미 주어져 있는 교과를 학습자에게 전달하는 존재라는 통념과는 달리, 자신의 마음 속에 이미 갖추어져 있는 교과를 표현하는 존재로 파악된다. 교사는 그 과정에서 정서를 수반하지 않을 수 없으며, 거기에 수반되는 교사의 정서는 학습자로 하여금 교과의 원형에 해당하는 형식을 획득하도록 하는 추진력이 된다. 그리하여 교사는 교과와 학습자를 매개하는 존재로 되며, 교사를 매개로 한 교과와 학습자의 연결은 교수-학습이론의 근간이 된다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to explicate the nature of instruction and learning theory in the light of the I-Ching's divination. The kinds of instruction and learning theory are varied. But every kind of the theory has the common shape that is constructed with the elements of teacher, learner, and subject matter. And the theory must be focused on revealing the relation of the three elements. Chu Hsi's view of the I-Ching gives the basis for revealing the relation.
It is said that transmitting subject matter to student is the primary role of teacher in classroom. A number of teacher also accepts it as his/her role in classroom. But the I-Ching shows us alternative idea for primary role of teacher in classroom. Following the Ch'eng-I's opinion, the language of the I-Ching is the manifestation of ideal state or form of world which contains everything in the world without distinctions, and the I-Ching is the device for people to reach ideal state or form of world through the language. Chu-Hsi suggests that the ideal state of the I-Ching is reached only by divination of the I-Ching.
Ch'eng-I's opinion for ideal of the I-Ching and Chu-Hsi's method for realizing it give us alternative idea against the common sense for role of teacher and educational method in classroom. The language in subject matter is the manifestation of it's form which contains all subject matter without distinctions. Teacher possesses form of subject matter in his/her mind, the activity of teacher is the process of manifestation of the form in his/her mind. Although he cannot help using language for making the form in his mind manifest, the linguistic manifestation of the form must go with the emotional manifestation as total bodily activity.
The emotional manifestation of teacher serves students as an approximation of the form, which is a primary force for making students strive to possess the form of school subjects. In this respect, the emotional manifestation of teacher must be mediate between student and school subject. Consequentially, teacher's connection between student and school subject is the basis of instruction and learning theory.

목차 (Table of Contents)

• 요약
• Ⅰ. 서론
• Ⅱ. 상수역과 의리역의 대립
• Ⅲ. 상수역과 의리역의 종합
• Ⅳ. 교육적 장치로서의 주역 점
• Ⅴ. 교수-학습이론의 인식론적 의미
• Ⅵ. 결론
• 참고문헌
• ABSTRACT