르네상스期의 敎育理論과 自由敎育의 傳統 = Renaissance Theory of Education and the Tradition of Liberal Education

다국어 초록 (Multilingual Abstract)

  A theory of education, I think, is a systematic thought about how to educate people, and this thought is supported by particular value orientations towards and images of man and his world. In order to understand an educational theory, it is needed to examine particular world views and value orientations of those who hold the theory, and to examine the social environments and historical circumstances in which that theory is practiced. This study is intended to identify the conspicuous features of the renaissance theory of education and its differences from the Greek notion of liberal education.
  The term "renaissance" is commonly employed to denote the wonderful awakening of human spirit that heralded the significant departure from medieval world and the dawn of modern times. During that period, great changes have taken place in various aspects of human life. Feudalism, the medieval political order has broken down and ecclesiastically oriented world view has lost its power. Commerce and manufactures have grown up rapidly, cities have become the center of economic activities and a new social class, "the third estate" has emerged. These social changes made their influences felt in the sphere of education almost at once.
  The humanists who initiated a revolution in education focused attention on the studia humanitatis that included the study of classical literature as the central core of curriculum. But the rise of humanist education was not an entire re-organization of curriculum; it was rather a change in emphasis. The main feature of humanist education is a re-orientation from the divine to the human, and a consequent shift of emphasis from logic as the instrument of theological argumentation to rhetoric as the tool of a human persuasiveness. The passage from traditional to humanist education can in general be defined in terms of a change from a theocentric to an anthropocentric concern in intellectual and moral problems.
  The humanists believed that man was a creature peculiarly gifted with a capacity for learning. To develop such a native bent, however, methodical training and experience were necessary. The humanists thought that education consisted of three elements; nature, training and practice. Man"s nature provided the potential; training and practice actualized it. The humanistic image of education was one of moulding. It was rather a process of artificial endeavour than of natural growth from within. It was a process to transform the initially given through a process of selective acculturation. In this process, the part played by language was crucial. The essential method of humanist education was imitating the best models which were provided by classical literature, and achieving excellence in style and delivery through repeated exercises. Therefore humanists emphasised classical literature which had the best rhetorical authority.
  Renaissance humanism in its historical development responded to a certain dissatisfaction with the way in which personal and political values were structured by the transcendent values of christianity. The developing lesson of the renaissance was that man was to create himself within a given social environment through art and artifice; the offsprings of learning and experience, of control and accomplishment. The ideal of life, the ultimate goal of education has changed from a life of contemplation to a life of action. The new orientation was no longer to contemplation and silence, but to expression and action. The notion of man as artificer, exercising his cultural and political arts in time, characterized a movement which resulted in the tremendous expansion of secular culture and learning which it brought about in the area of literature, architecture and moral thought.
  Humanist education by its nature is not a vocational or professional but a liberal education. It was an education f

목차 (Table of Contents)

• Ⅰ. 序論
  Ⅱ. 르네상스期의 社會相
  Ⅲ. 휴머니즘 敎育의 性格
  Ⅳ. 휴머니즘敎育과 삶의 理想
  Ⅴ. 휴머니즘敎育과 自由敎育
  Ⅵ. 要約 및 結論
  〈參考文獻〉
  (Summary)