창의성 계발의 교육논리: 지식·문화 생산의 ‘이야기꾼’ 키우기

손종현,Son. Jong-hyun 한국교육철학회 2014 교육철학 Vol.54 No.-

This research maintains that there is an ‘educational logic’ which should govern all the procedures and methods of the creativity development. This educational logic for creativity developments has several features and each of them gives us significant insights. They can be summarized as follows: First, the concept of creativities need to be established along with two particular approaches. One is educational approach, and the other is historical approach. According to the educational approach, we should focus on public education as the primary source in which creativities are to be taught, admitting there exist various types of learning ability. Creativity is simply one of the effects that any genuine schooling naturally brings about. According to historical approach, we should make a systemic change from 'ego to be fostered by outside' to 'ego to pursue from inside', and from 'model character' to 'storyteller to create one’s own knowledge and culture'. Second, creativity is in its nature a universal condition of human beings. As we pursue our interests so as to extend the boundary of human knowledge, creativity keeps growing. Creativity is cultivated by total experiences throughout our mind-body as a whole, pride of oneself, love of immersion and communication capabilities. The communication capabilities involve intellectual achievements of mankind and products in the world of vocation. All children are potentially born with creativity and the creativity is nurtured by educational guides. Creativity is fostered through hidden curriculum of school, works better in the process of reflective thinking, and is finally realized in the historicity of experience, maturing as an achievement of excellent educational activities.

창의성 계발 교육체제 수립

손종현(Son Jong hyun) 한국열린교육학회 2017 열린교육연구 Vol.25 No.1

이 연구의 목적은 모든 아이들로 하여금 창의성을 계발하는 공교육체제를 수립하는 정책방향을 제안하려는 것이다. 연구자는 창의성 계발에 대한 기존의 범람하고 있는 여러 기술적, 심리학적 논의들과는 근본적으로 다른 방식으로 접근한다. 이 연구에 접근하는 연구자의 이론적 관점은 이러하다; 지식기반사회는 모두에게 창의성을 요청한다. 교육적 방식에 의해 창의성을 계발해야 한다. 창의성을 학력으로 인정하는 교육제도를 구안해야 한다. 진로교육을 체제화하여 목적지향의 완성형 교육을 추구해야 한다. 창의성을 자극하는 교육환경을 기획해야 한다. 이러한 이론적 쟁점에 정합하는 교육정책방향으로, 교사 수준에서는 교사의 교육과정 자율성을 허용하여 교육기획력을 발휘하도록 해야 하고, 학교수준에서는 선발-과정-졸업의 교육활동을 다양하게 기획해야 한다. 국가 수준에서는 12년 교육과정을 재설계하고,‘교사별평가’를 제도화하고, 목적형 학교를 다양화하고,‘고교-대학간 교육과정 연계’를 통한 선발을 제도화해야 한다. This study aimed to make policy suggestions for creating a public education system that develops students creativity. The discussion on creativity development has been handled in terms of technical and psychological discourse so far. However, this researcher approached to use a fundamentally different methodology. Therefore, this study focused on the following theoretical perspectives. A knowledge-based society requires everyone to have creativity, which should be developed through education. To do so, an educational system that recognizes creativity as academic achievements should be established. Career education should be systemized to realize goal-oriented and comprehensive education. Educational environments that stimulate students creativity should be devised. A policy direction in line with this theoretical background is to facilitate teachers abilities in planning education process through more curriculum autonomy. At a school level, education systems for admission, schooling and graduation should be diversified. At a national level, redesigning of a 12-year education system, systemization of evaluation by teachers who teach him/her, more diversified purposeful schools, and an admission system through articulation between secondary and higher curriculum are necessary.

교사 책임교육을 지속가능케 하는 교육정책

손종현(Son Jong hyun) 한국열린교육학회 2017 열린교육연구 Vol.25 No.4

이 연구는 ‘교사 책임교육’ 개념을 쟁점화하고, 교사 책임교육을 지속가능케 하는 교육정책에 대해 논의하는 것을 목적으로 한다. 우리 교육에서 시급히 해결해야 할 현안은 학교에 교육이 있게 하는 것이다. 학교에 교육이 없는 것이 우리 교육의 심각한 병통이다. 교사와 학교가 책임의 당사자이다. 책임교육이라 할 때의 그 책임의 대상은 학력 신장, ‘교육적 관계’의 형성, ‘교육과정 기획’, ‘교육의 과정’의 균등 추구이다. 교사의 책임교육을 합리적으로 강제하는 제도적 기제는 교사별평가제이다. 그 책임교사와 학교로 하여금 시험점수를 올리도록 요구하지 않고. 진정 ‘교육’을 하도록 만들어야 한다. 대학수학능력이 아니고 학습능력을 신장하는 학교와 교실을 만들어 내야 한다. 어떻게 그렇게 할 수 있는가? 교육기획에 책임지게 하는 것이다. 책임지도록 하기 위해 그들에게 권한을 부여한다. 교육과정 구성 권한과 학생평가 권한을 부여하는 것이다. 그리고 그 권한 행사에 대해 책임을 묻는 것이다. 이 시스템을 운용하기 위해 필요한 정책적 조치를 취한다. 이것이 우리 교육의 현안을 근본이 되게 풀어내는 방도이다. ‘교사 책임교육’, ‘책임지는 학교교육’ 개념은 학교 밖(학원, 마을, 특히 가족)에서 이루어지는 교육과 명료하게 구분하려는 의지를 반영한다. 이 개념은 교실과 학교라는 학습공동체 관계에서 이루어지는, 다른 어디에서도 구하지 못하는, 교육의 내적 질서감을 부각시킨다. ‘교사 책임교육’이라는 내적 질서감은 학교교육의 지남(指南)이다. This study aimed to bring up the issue of the idea of‘Teacher-responsible education,’and devise educational policies that enable sustainable Teacher-responsible education. An urgent issue that needs to be solved in Korea’s educational system is to have actual education exist in schools. It is a serious problem in Korean education that there is no education in schools. Teachers and schools are the parties concerned with this responsibility. Education is responsible for improving the students learning ability, formatting‘educational relationship,’enterprising curriculum, and the pursuit of equality in‘the process of education.’An institutional mechanism that rationally enforces teacher’s responsible education is the teacher evaluation system. It should prevent the responsible teacher and the school from demanding an increase in test scores and allow them to give true‘education.’It should create schools and classrooms that enhance learning ability, not scholastic ability. How can this happen? Schools and teachers should take on this responsibility. Authority should be given to them to assume this responsibility. Authority for construction of curriculum and student evaluation should be given to them, and they should be responsible for exercising such authority. Necessary political measures should be taken to operate this system in order to have the pending issue in Korean education become this foundation. The ideas of‘Teacher-responsible education’and‘Responsible School Education’reflect the desire to clearly differentiate themselves from the education that takes place outside of schools (after-school academies, towns, especially family). These ideas stress the internal order of education that occurs in a learning community relationship between classroom and school, which can’t be found anywhere else. The internal order of‘Teacher-responsible education’is the guidance of school education.

기획논문 : 2045년 한국의 교육분야 미래전망과 정책방향

손종현 ( Jong Hyun Son ) 한국교육철학회 2015 교육철학 Vol.56 No.-

The purpose of this study is to explore the future vision and policy direction in the educational fields of Korea in the next 30 years. This study starts from a diagnosis that the ``basics of education`` are being destroyed seriously and has fallen far behind today in comparison with the rapid advance of the rest fields in society. The term ``basics of education`` refers to the belief that humans develop through experiences of ‘subject immersion’―a state of absolute concentration on various subjects. This viewpoint suggests that humans have abilities to convert their life experiences into certain types of knowledge, and to allow participants of educational fields with great autonomy in educational planning. According to this view, education involves a system which provides everyone with opportunities to cultivate abilities and attitudes to work in each proper field. Here, the purpose of the future educational strategy lies in improving the educational power of schools. This study attempt to investigate future vision for education on the foundation of ``educational logic`` rather than political, economical logic. The future vision is to construct an ``educational society``. Criticizing the approach with methodology of futurologists, this study sets forth a world view, in which it is the educational society that regulates economic society eventually. By emphasizing on ``subject immersion`` and ``educational power of schools``, we can make clear that schools are social organizations to plan the experiences of subject immersion for all students in all circumstances, and that educational society shall be established with the structure to create the educational power of schools. This study suggests policies to improve learning abilities, to recover the educational power of schools, to manage the institutional connection between secondary education and higher education, to maintain the strong relation between education and the ability to function successfully in each field of work and finally, to build a bridge between schools and local culture. These policy directions will first reinstate the destroyed basics of education and ultimately become an institutional mechanism to lead substantial changes for educational society.

대학 교양교육의 재개념화

손종현(Son, Jonghyun) 한국열린교육학회 2014 열린교육연구 Vol.22 No.2

이 연구에서 연구자는 '교육적 타당성 물음'을 통한 접근과 '人材교육적 관점'에서 대학 교양교육을 재개념화해야 한다는 것을 주장한다. 논의를 요약하면 다음과 같다. 첫째, '교육적 타당성 물음', 즉 '무엇을 어떻게 가르치면 교양이 되는가'를 묻는 방식으로 교양교육에 대해 질문해야 한다. 또 대학 교양교육이 소수 전문가(specialist) 人才가 아닌 다수 보편적 지식인(generalist) 人材를 양성하는 교육으로 전환해야 한다. 둘째, 이 관점에서 볼 때, 교양은 앎을 갈무리하는 일상의 삶, 삶을 통제할 수 있는 힘을 가진 앎에 대한 것이며, 교양교육은 '앎이 행을 통제하는 삶의 방식' 변혁을 이끄는 교육에 대한 것이다. 이런 개념의 교양과 교양교육이 성립할 때 학생들로 하여금 앎을 체득하여 스스로 삶을 통제하는 '자유로운 정신을 가진 교양인'으로 살도록 안내한다. 셋째, 교양은 인간임의 조건이며, 인간의 열정에 대한 믿음이며, 인간다움을 추구하는 삶의 태도이다. 교양은 가르칠 수 있으되, 그 교육내용은 제도 운영의 경험, 지식 형식의 경험, 고전읽기가 대상이다. 교육방법은 공동창작활동을 이끌고, 대상세계(인간, 자연, 사회, 역사, 예술 등)에 대해 충분한 설명을 제공하는 것 등이다. 교양교육의 효과를 결정하는 주요 변수는 '교양교육 시스템'인데, 교양교육을 기획하는 교수의 성찰과 인간다움을 쟁점화하는 교수의 불굴의 정신이 '시스템'으로 작용한다. This paper proposes a new perspective on liberal education in university. It can be summarized as follows. First of all, the question, "what and how should we teach in pursuit of genuinely cultured persons?" has critical importance. This question concerns with 'the validity of education'. Here, liberal education intends to develop general intellectual abilities for the majority of our society, not for a few numbers of specialists. Secondly, based upon this perspective, 'being cultured' as the aim of liberal education implies both living which utilizes knowledge fully, and knowing which leads everyday lives in the right direction. This idea of liberal education promises that each student grows up as a refined person with a free soul, who initiates his or her own life creatively. Lastly, 'being cultured' involves the critical human condition, the belief in human passion and the pursuit to be a human in its proper sense. It can be taught, but only when it deals with experiences of knowledge acquiring, such as appreciation of classics, or experiences of making and operating various institutions. The method of education includes co-creation activities and detailed explanation for humanities, sciences, and the arts. The key element for the success of this liberal education is nothing more than the system of which faculty members who continuously innovate and reflect upon its curriculum take charge.

대학 교양교육체제 개편의 관점과 실천논리

손종현 ( Jong Hyun Son ) 한국교육철학회 2014 교육철학 Vol.52 No.-

This study discusses what needs to be reviewed when universities plan to establish liberal education systems. The discussions so far can be summarized as follows. Firstly, each university needs to pursue the radical perspective when creating liberal education systems. By trying to be in accordance with the radical perspective, universities will be able to create the true value of liberal education which serves its educational object, as well as meets the demands of the times and the surrounding community. Secondly, there are three logical pillars when practicing liberal education policy, which are the policy vision, object and means. In order for universities to realize that vision, a structure where universities and professors are held accountable is necessary. The reforming of liberal education system should have its basis on the following three: the life of professors as men of culture, the understanding of the agony of the times, and the reasonable knowledge of who the students are. Furthermore, the planning should be in line with the formation of educational relationship between students and educators. The coursework and classes should have their roots on that formation.

입학사정관제도의 본래 취지 구현을 위한 제도적 조건 탐색

손종현(Son, JongHyun) 교육비평 2022 교육비평 Vol.- No.50

논문 : 일제시대 학교시험제도의 정치학

손종현 ( Jong Hyun Son ) 한국교육철학회 2007 교육철학 Vol.31 No.-

뉴먼(Newman)의 ‘대학의 이념’과 교양교육의 지향

손종현 ( Son Jong-hyun ) 한국교육철학회 2020 교육철학 Vol.77 No.-

This study aims to analyze the idea of university education and liberal arts education aimed at 『The Idea of a University』 written by Newman. The summary of the discussion so far is as follows. First, according to Newman, knowledge produces the development of the mind. Knowledge is of value in itself and is pursued by its own purpose. The exploration of knowledge requires freedom to pursue truth. All knowledge is organically related, and religious truth exists at its highest level. Knowledge is based on religiosity, and illative sense with a religious character operates to make the whole perception. According to Newman, a university is a place of study. Theology is one discipline and is the foundation of all disciplines. Academic (science) and religion (theology) do not contradict each other. Theology achieves the integrity of truth beyond the limits of scholarship. Second, the purpose of the university is to cultivate intellectuals, not experts. For this reason, university education should concentrate on the knowledge education. In recognition of the 'crisis of the university', Newman said that the university is a place where universal knowledge is taught, a field for the pursuit of total knowledge, educational activities aimed at the integration of knowing. The university is an educational institution that contributes to the education of the whole-person, and the training place to make a good citizens in a society. Third, liberal arts education is a university education itself. Liberal education should aim at the formation of philosophical habits on mind. Person need to acquire the virtues such as freedom, justice, temperance, and wisdom. Liberal education is to cultivate a free spirit, to develop useful abilities by itself, and to raise a shrine as a result. Above all, a university should educate gentlemen through liberal arts curriculum. The university's curriculum should lead to an understanding of human, nature, and God. Liberal arts courses are composed of grammar, mathematics, chronology, geography, history, writing in verse, poetry, classical literature, science, art, philosophy, and theology. The method of liberal arts education should be achieved through intellectual training, an explanatory method focused on delivery, learning through experience and insight, and activation of illative sense.

중앙지향의 교육이주

손종현 ( Jong Hyun Son ) 서강대학교 사회과학연구소 2012 社會科學硏究 Vol.20 No.1