Husserl 생활세계 경험의 지평구조의 교육적 함의 = The Educational Implications of the Horizon - structure of the Life - World Experience in Husserl

다국어 초록 (Multilingual Abstract)

The main aim of this study is to analyze the horizon-structure, one of the structures of the life-world experience of Edmund Husserl, which is centered on practical theory emphasizing matter over form, and clarify its educational implications. The material objects are perceived by the interaction of noetic and noematic horizons, that is, one object is given by perspective variation, which forms the noematic horizons consisting of the fields of perception as one unitary element. Objects as such stand under fundamentally different highest genera, but all the objective senses and all noemata taken as complete, however various they may be otherwise, belong in principle to a single highest genus. Therefore we can define that Noema is an objectivity belonging to consciousness but possessing a nature of its own. The surrounding world is perceived to our consciousness as the meanings in the horizon-structure rather than as simple facts. When we direct our glancing ray toward an individual thing, the horizon-structure has the present real things which are already familiar, those of which are presently unknown, of which it is possible to have experience and subsequent knowledge. In order to fulfill up to these expectation, at the first stage of the contemplative intuition which percedes all explication, we directed toward the object taken as a whole. This simple apprehension and contemplation is the lowest level of common, objectifying activity. Secondly, the higher level of the exercise of this interest is the true explicative contemplation of the object. If the contemplation then turns into explication, the interest follows the direction of the expectation which has been awakened. Explication is penetration of the internal horizon of the object by the direction of perceptual interest. At the third level of perceptual operations, in contrast to its internal determinations of explicates, relative determinations arise which display what the object is in its relation to other objects. Education is to help the students know the world and sympathize with it by greatly expanding the horizon of their own knowledge. The lite-world is experiened in the form of horizon, which is expanded infinitely in the form of internal and external horizon. The educational meaning of the horizon-structure is the task of expanding their own horizon incessantly in the problem of episteme or the way of life. The principle of the expansion of horizon has an important effect on the purpose and contents of education. The expansion of horizon is based on the expansion of the subjective experience, so it is possible that the contents of education is the means to an end if the purpose of education is excessively emphasized and it is elaborately logical and scientific.