교육에 있어서 언어와 앎의 근원적 성격 : <유식학>의 관점을 중심으로 = (The) Ultimate nature of language and knowing in education : with a reference to the doctrine of consciousness - Only, Vijnaptimatrata

다국어 초록 (Multilingual Abstract)

The aim of this study was to explore the ultimate nature of language and knowing with a reference to the doctrine of Consciousness-only, and to find the way of education for students to realize and experience the nature, thereby overcoming the limits of the modernistic perspective of education in order to achieve the aim, this study is scrutinized in the following three sections. First, the problems of language and knowing in contemporary education were analyzed. Second, the ultimate nature of language and knowing were discussed on the basis of the doctrine of Consciousness-only. Finally, the way of education were explored to realize the ultimate nature of language and knowing in learning.
In chapter Ⅱ, the basic views and premises of language and knowing for today's education were analyzed. Particularly, the limit of today's objectives knowledges oriented educational aim that we are trying to deliver and accommodate for student, which make the regimentation of knowledges in today's educational modernity. In addition, the principal reason of the limit of today's education is that we've disregard the creativity of language, and the same root principle between language and knowing. Therefor, the premises of pedagogy should be found out not on knowledges but from the perspective of human being's subjectivity and life.
In chapter Ⅲ, the nature of language and knowing in human life was scrutinized on the doctrine of Consciousness-only, to explain the ultimate nature of language and knowing in human life in which what it meant to be in life on be-ness or not be-ness of knowing. The point was that the nature of knowing is Nothingness and language is phenomenon of consciousness as Nothingness, and language and human thinking have same root between them.
And the study explained the consciousness, which is a source of knowing, be constituted by "perfuming[Va￣sana, 熏習]" with the way of 'name and form(Na￣ma-ru￣pa, 名色), and discussed that the constitution of the linguistic system means the constitution of human being's own life. And it was argued that human being's thinking can be eventually considered to be the distinction made by name and form(意言分別), and the awareness of it lead names or language to the wisdom as we meets world. What was tried to figured out in chapter Ⅲ is the nature of language and knowing constituting human being's knowings in education.
In chapter Ⅳ, the possibility of hermeneutics understanding and of knowledges as a new way of thinking was examined. For this, it was explained that the knowledges of textbook should be activated at a individual life-world as a open-textbook, and that we should make some efforts to give opportunity for students in which they can understand knowledges with the eyes of their life-world. Futhermore, it was explored that how human beings are influenced by the transformation of linguistic system to see their life-world and hermeneutics understanding of Being. The transformation of linguistic system is authentically important as the existential category of human beings. Also, how we can provide the educational opportunity to experience ultimate nature of language and knowing was investigated. For this practices, several tasks were presented in order to understand the way of thinking of human beings in their linguistic structure. Those are the feasible tasks of education that students can understand her/his life and life-world as it is and the ultimate nature of human thinking.

목차 (Table of Contents)

• 차례 = i
• Ⅰ. 들어가는 말 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 및 내용 = 19
• 3. 연구의 한계 = 20
• Ⅱ. 오늘의 교육에 있어서 언어와 앎의 문제 = 22
• 1. 언어와 앎의 관계 = 22
• 2. 언어와 앎에 대한 근대성 교육의 시각 = 32
• 3. 근대성 교육의 한계와 앎의 주체 = 39
• Ⅲ. 언어와 앎의 근원적 성격 = 46
• 1. 앎의 '있음'과 '없음'의 문제 = 46
• 2. 언어와 앎의 현상(現象) = 58
• 3. 언어와 앎의 존재론적 지평의 구성 = 69
• Ⅳ. 언어와 앎의 근원적 성격과 교육의 방향 = 83
• 1. 앎의 근원적 이해와 해석을 위한 교육 = 83
• 2. 언어체계의 수정을 통한 사람됨의 교육 = 94
• 3. 탈자적(脫自的) 실존을 위한 교육 = 103
• Ⅴ. 맺는 말 = 113
• 1. 요약 = 113
• 2. 결론 = 114
• 《참고문헌》 = 118
• Abstract = 130