현대 프랑스 교육운동의 관점에서 본 페다고지 프레네

다국어 초록 (Multilingual Abstract)

This study examines Freinet Pedagogy from the perspective of French education movement. Developed based on early 20th century various education movements, Freinet Pedagogy is above all a “pedagogy” that has an organic relationship with the field of practice. Later on it became an independent movement of its own educational thought and teaching methods, which played a pivotal role in contemporary French education.
Whereas Célestin Freinet established his concepts of education based on practices on-site, these practices originated from various education movements from the 1920's. These education movements have formed and evolved amid the dynamics of progressive mass movements and the demands of the era, which gave rise to other forms of movement. For instance, libertarianism, formed in the late 19th century, transformed anarchism into a progressive education movement and became the matrix of early 20th century French education movement. Paul Robin and Sébastien Faure in France and Francisco Ferrer in Spain materialized the anarchist ideal of "cultivating autonomous individuals with their own standard of value judgment" into concrete practices on-site, thereby forming a libertarian idea of education and laying the foundations to propagate it in the form of a movement. On the other hand, a syndicalist education movement was formed through the syndicate as an extension of late 19th century labor movements; the New Education movement emerged, which suggested a practical possibility for the field in the current of international educational reform. The New Education movement contributed to strengthening the theoretical base of the era's education movements as well as to the development of child psychology in the early 20th century.
The founder of Freinet Pedagogy, Célestin Freinet, is at the junction of all these movements. Freinet introduced the legacy of libertarian education movement like school printing, school newspapers, cooperative learning, and self-government to the class. Meanwhile, he assigned "the educational" to syndicalist education movement and "the people" to the New Education movement. He believed that education ideals should not become proclamatory arguments that could degenerate into another kind of dogma; rather, they should suggest efficient tools and techniques that could transform the field of education in reality, and their results should benefit not a chosen few but all children. Freinet's credo as such disseminated through the sharing of practical experience by means of his prolific writings and through a cooperative network that alternated between research and practice. This eventually formed the Freinet Education movement that advocated “a new education of the people” with the help of cooperative teacher groups.
Open to all contemporary changes, such credo of Freinet's education movement demonstrates the “modernity” it emphasized. Freinet Pedagogy rejects becoming a theoretically and methodologically complete, closed, and petrified form. It instead is open to possibilities of the potential reform and follows the organic flow of formation, evolution, and extinction. This is the ideal principle of Freinet's education movement grounded on the conception of the human. Freinet understands human nature as a dynamic movement of life based on vitalism. The endless search, trial and error, the rule and technique of life, and the reflexion upon the power and potentials intrinsic to life all start from the universal truth of "life is," while suggesting the necessity that education should be actualized with the dynamism of life in mind. Freinet's principles of learning—“experimental search (tâtonnement expérimental)” and “natural method,” techniques that stimulates and reinforces the activity of life, and “modernity” that should be intimately connected to every moment of the present—are all education principles that focus on the dynamic movements of life. Freinet Pedagogy is defined as "pedagogy" mostly because it understands education as a dynamic relationship between life-existences or, in other words, as an "action in actions" that imparts a level of unpredictability. Mobility is a salient attribute of life-existence, which is inherent to Freinet's view on human. It is also presented as a means of disseminating Freinet Pedagogy, namely, the cooperative teacher movement. Such mobility is the main theme of this research that intends to investigate the identity of Freinet Pedagogy from the perspective of the organic relations in and out of education.

목차 (Table of Contents)

• I. 서론 1
• 1. 연구의 필요성과 목적 1
• 2. 연구내용과 방법 5
• Ⅱ. 현대 프랑스 교육운동의 개념과 배경 9
• 1. 현대교육 안에서 페다고지 프레네의 의미 9
• 2. 현대 프랑스 교육운동의 정치․사회적 배경 13
• Ⅲ. 현대 프랑스 교육운동의 기원: 리베르테르 교육운동 21
• 1. 리베르테리즘과 아나키즘 21
• 2. 리베르테르 교육사상의 시조로서 라블레의 인간관과 교육론 25
• 3. 리베르테르 교육운동의 실천으로서 전인교육론과 모던스쿨운동 31
• 1) 폴 로뱅의 전인교육론 32
• 2) 프란치스코 페레의 모던스쿨운동 41
• Ⅳ. 페다고지 프레네의 태동과 전개 48
• 1. 프랑스 교육개혁운동과 셀레스탱 프레네의 접점 48
• 2. 심리학적 조류와 신교육운동의 비판적 수용 53
• 3. 교육연맹을 통한 생디칼리즘 교육운동 60
• Ⅴ. 셀레스탱 프레네의 현장실천과 교육운동 67
• 1. 초기의 사상적 여로: 1920년대 저술을 중심으로 67
• 2. 교사협동체를 통한 실천적 모색 75
• 1) 학교인쇄소와 공공교육협동체 75
• 2) 협동체에서 운동으로 81
• 3) 벙스의 프레네 학교와 공공교육협동체 87
• 4) 현대학교협회의 교육운동사적 의의 94
• 3. 프레네 교육운동과 프랑스공산당 100
• Ⅵ. 페다고지 프레네의 교육사상 109
• 1. 생기론에 토대를 둔 프레네의 인간이해 109
• 1) “생명이 있다.” 111
• 2) ‘생명의 테크닉’과 ‘생명의 규칙’ 115
• 2. 프레네 교육사상의 역동적 구조 122
• 1) ‘실험적 모색’과 ‘자연스러운 방법’ 123
• 2) 프레네 테크닉 127
• 3) 프롤레타리아 학교 - 민중학교 – 현대학교 139
• Ⅶ. 현대 프랑스 교육운동의 재구성과 페다고지 프레네의 재평가 145
• 1. 현대 프랑스 교육운동의 재구성 145
• 2. 페다고지 프레네의 실천적 가치와 현대적 관점 152
• Ⅷ. 요약 및 결론 160
• 1. 요약 160
• 2. 결론 165
• 참고문헌 168
• Abstract 179