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"실천철학"으로서의 교육철학하기: Wilfred Carr의 견해를 중심으로
곽덕주 ( Duck Joo Kwak ),나병현 ( Byung Hyun Nah ),유재봉 ( Jae Bong Yoo ) 교육철학회 2009 교육철학연구 Vol.45 No.-
이 논문은 영미의 분석적 교육철학이 퇴조한 후 논의되기 시작한 `실천철학(practical philosophy)`으로서의 교육철학적 접근의 특징과 과제를 영국의 교육철학자 Wilfred Carr의 논의를 중심으로 자세히 살펴보기 위한 것이다. 실천철학으로서의 교육철학적 접근은 오늘날 한국의 적지 않은 교육철학자들이 실제 교육철학을 하고 있는 방식이라고 볼 수 있다. 그럼에도 불구하고 교육철학자들 간에 그 접근의 철학적 가정과 논리적 구조, 교육실천과의 관련성에 대해 본격적으로 논의되거나 체계적으로 검토된 적은 없어 보인다. 그리하여 본 논문은 이러한 논의의 시작을 희망하며, 실천철학으로서의 교육철학적 접근에 대해 지난 20여 년 동안 포괄적이고 의식적으로 탐구해온 Carr의 논의를 빌려 고찰해 봄으로써 현재 우리가 하고 있는 철학적 작업의 특징과 의미를 성찰해 보고자 한다. 이것은 실천철학으로서의 교육철학하기의 실천적 가능성을 확장하는 데에도 공헌할 것으로 믿는다. This paper is an attempt to examine the main characteristics of philosophy of education as `practical philosophy` in terms of its philosophical assumptions on its relation to educational practice as well as to educational research. In doing it, it focuses exclusively on the works of Wilfred Carr, a British philosopher of education, who has been continuously and systematically committed to the establishment of this approach for more than the last 20 years. He proposes this approach as an alternative to the traditional analytic approach in philosophy of education. The idea of philosophy of education as `practical philosophy` is not completely new to Korean philosophers of education today. In fact, many of us have already practiced it in our doing philosophy of education. But the Korean academic community has rarely made it the object of its serious academic discourse as a way of making sense of what we were doing. Thus, this paper can be seen as opening up the discourse, providing us with a chance to collectively reflect on the nature of what we philosophers of education have been doing as researchers as well as teachers. It will also contribute to enriching and expanding the ways in which we are doing philosophy of education in the Korean contexts.
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나병현 교육철학회 2002 교육사 교육철학 Vol.27 No.-
The purpose of this paper is to review the discourse on "improving public education,' that is one of the most demanded tasks in Korea. The Ministry of Education and Human Resource Development focuses on raising the quality of education, for example, class size reduction, curriculum changes, more teachers, and more school buildings, etc. This paper, however, rather emphasizes the changes of school system, including the introduction of financially independent private school system. At first, the author points out the vagueness of the concept of 'public education'. In Korea, it has been considered private schools belong to public education system because they are controlled by the Education Law as public schools are. But rejecting that kind of broad sense of meaning, the author suggests a narrow concept, "being publicly funded' as the core meaning of 'public education'. Next, the author argues against the worries that the public education will be weakened by introduction of independent school system. Finally, the author proposes to approve the educational function of private sectors and introduce diverse programs into public schools.
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