RISS 학술연구정보서비스

검색

인기 검색어

    다국어 입력

    http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.

    변환된 중국어를 복사하여 사용하시면 됩니다.

    예시)
    • 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
    • 北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.
    닫기
    KCI등재

    하이데거의 존재 사유를 통해 본 현대의 병과 아동 현존재를 위한 교육 = The Education for Child-Dasein as a Way to Cure the Disease of the Present with Continual Reference to Heidegger

    한글로보기

    https://www.riss.kr/link?id=A82381237

    • 0

      상세조회
    • 0

      다운로드
    서지정보 열기
    • 내보내기
    • 내책장담기
    • 공유하기
    • 오류접수

    부가정보

    다국어 초록 (Multilingual Abstract) kakao i 다국어 번역

    The present is suffering from disease. We are experiencing unprecedented dehumanization and natural destruction. According to Heidegger, this disease is the result of western traditional metaphysics. Western traditional metaphysics has misunderstood what it means for something to be, answering this question in terms of beings, rather than asking about Being itself. As the result of this approach, western metaphysics has revealed various beings, including human being, to be only instruments for human intentions and desires. Heidegger claims that human being is Dasein as being-in-the world. Dasein always understands the world(or Being) in the process of using various things as the ready-to-hand. We are usually doing things with a view to achieve something, without theorizing. By using things as the ready-to-hand, we understand world(Being) that gives unique meanings to things. But if we look at or observe things as the present-at-hand to theorize about them, things lose their unique meanings and turn into objects. In this respect, representative knowledge about things as the present-at-hand can be revealed as a deficient or secondary mode comparing to using and understanding things as the ready-to-hand. Children are typical Dasein. They are involved in the world playing and doing something with things as the ready-to-hand. They already understand the unique meaning of things in the world. But we teach them objective and representative knowledge in elementary school. It couldn`t be an education for children as Dasein. Children`s everyday understanding of the world is necessarily essential a part of any kind of scientific or theoretical studies. Education for children can be possible only by studying their average-everyday understanding of the world, as it is expressed in their close relationships to things as the ready-to-hand. This new education for child-Dasein can be a way to cure the disease of the present.
    번역하기

    The present is suffering from disease. We are experiencing unprecedented dehumanization and natural destruction. According to Heidegger, this disease is the result of western traditional metaphysics. Western traditional metaphysics has misunderstood w...

    The present is suffering from disease. We are experiencing unprecedented dehumanization and natural destruction. According to Heidegger, this disease is the result of western traditional metaphysics. Western traditional metaphysics has misunderstood what it means for something to be, answering this question in terms of beings, rather than asking about Being itself. As the result of this approach, western metaphysics has revealed various beings, including human being, to be only instruments for human intentions and desires. Heidegger claims that human being is Dasein as being-in-the world. Dasein always understands the world(or Being) in the process of using various things as the ready-to-hand. We are usually doing things with a view to achieve something, without theorizing. By using things as the ready-to-hand, we understand world(Being) that gives unique meanings to things. But if we look at or observe things as the present-at-hand to theorize about them, things lose their unique meanings and turn into objects. In this respect, representative knowledge about things as the present-at-hand can be revealed as a deficient or secondary mode comparing to using and understanding things as the ready-to-hand. Children are typical Dasein. They are involved in the world playing and doing something with things as the ready-to-hand. They already understand the unique meaning of things in the world. But we teach them objective and representative knowledge in elementary school. It couldn`t be an education for children as Dasein. Children`s everyday understanding of the world is necessarily essential a part of any kind of scientific or theoretical studies. Education for children can be possible only by studying their average-everyday understanding of the world, as it is expressed in their close relationships to things as the ready-to-hand. This new education for child-Dasein can be a way to cure the disease of the present.

    더보기

    참고문헌 (Reference)

    1 Heidegger, M., "형이상학 입문" 문예출판사 1994

    2 Heidegger, M., "현상학의 근본문제들" 문예출판사 1998

    3 김동규, "하이데거의 사이-예술론" 그린비 2009

    4 김형효, "하이데거와 화엄의 사유" 청계 2002

    5 김형효, "하이데거와 마음의 철학" 청계 2000

    6 Pöggeler, O., "하이데거 사유의 길" 문예출판사 1993

    7 Wilson, E. O., "통섭: 지식의 대통합" 사이언스 북스 2005

    8 엄태동, "초등교육의 재개념화" 학지사 2003

    9 Heidegger, M., "철학입문" 까치 2006

    10 Heidegger, M., "존재와 시간" 까치 1998

    1 Heidegger, M., "형이상학 입문" 문예출판사 1994

    2 Heidegger, M., "현상학의 근본문제들" 문예출판사 1998

    3 김동규, "하이데거의 사이-예술론" 그린비 2009

    4 김형효, "하이데거와 화엄의 사유" 청계 2002

    5 김형효, "하이데거와 마음의 철학" 청계 2000

    6 Pöggeler, O., "하이데거 사유의 길" 문예출판사 1993

    7 Wilson, E. O., "통섭: 지식의 대통합" 사이언스 북스 2005

    8 엄태동, "초등교육의 재개념화" 학지사 2003

    9 Heidegger, M., "철학입문" 까치 2006

    10 Heidegger, M., "존재와 시간" 까치 1998

    11 권순홍, "유식불교의 거울로 본 하이데거" 도서출판 길 2008

    12 Spranger, E., "슈프랑어의 초등교사론: 초등학교의 고유정신" 문음사 2004

    13 Heidegger, M., "숲길" 나남 2008

    14 Heidegger, M., "사유란 무엇인가?" 도서출판 길 2005

    15 Heidegger, M., "마르틴 하이데거 존재론" 서광사 2002

    16 박찬국, "들길의 사상가,하이데거" 동녘 2004

    17 Heidegger, M., "동일성과 차이" 민음사 2000

    18 Heidegger, M., "강연과 논문" 이학사 2008

    19 Heidegger, M., "Wegmarken" 한길사 2005

    20 Dewey, J., "School and Society. John Dewey: The Middle Works. Vol. 1" Southern Illinois University Press 1899

    21 Polanyi, M., "Personal Knowledge: Towards a Post-critical Philosophy" Harper & Row 1958

    22 Dewey, J., "Democracy and Education. in: John Dewey: The Middle Works. Vol. 9" Southern Illinois University Press 1916

    더보기

    동일학술지(권/호) 다른 논문

    분석정보

    View

    상세정보조회

    0

    Usage

    원문다운로드

    0

    대출신청

    0

    복사신청

    0

    EDDS신청

    0

    동일 주제 내 활용도 TOP

    더보기

    주제

    연도별 연구동향

    연도별 활용동향

    연관논문

    연구자 네트워크맵

    공동연구자 (7)

    유사연구자 (20) 활용도상위20명

    인용정보 인용지수 설명보기

    학술지 이력

    학술지 이력
    연월일 이력구분 이력상세 등재구분
    2027 평가 재인증평가 신청대상 (재인증)
    2021-01-01 등재 등재학술지 유지 (재인증) KCI등재
    2018-01-01 등재 등재학술지 유지 (등재유지) KCI등재
    2015-01-01 등재 등재학술지 유지 (등재유지) KCI등재
    2011-01-01 등재 등재학술지 유지 (등재유지) KCI등재
    2009-01-01 등재 등재학술지 유지 (등재유지) KCI등재
    2007-01-01 등재 등재학술지 유지 (등재유지) KCI등재
    2004-01-01 등재 등재학술지 선정 (등재후보2차) KCI등재
    2003-01-01 등재 등재후보 1차 PASS (등재후보1차) KCI등재후보
    2001-07-01 등재 등재후보학술지 선정 (신규평가) KCI등재후보
    더보기

    학술지 인용정보

    학술지 인용정보
    기준연도 WOS-KCI 통합IF(2년) KCIF(2년) KCIF(3년)
    2016 1.84 1.84 1.82
    KCIF(4년) KCIF(5년) 중심성지수(3년) 즉시성지수
    1.82 1.8 2.264 0.23
    더보기

    이 자료와 함께 이용한 RISS 자료

    나만을 위한 추천자료

    해외이동버튼