헤르바르트 교육학의 메타프락시스적 해석

국문 초록 (Abstract)

교육활동은 교사와 학생이 서로에게 의미를 부여하며 좀 더 나은 상태를 지향하면서 함께 나아가는
관계로 형성된다. 삶과 앎의 부조화 속에서 無智(무지)를 깨닫고 傷心(상심)을 극복하는 일련의 과정에
서 교수자와 학습자는 함께 노력을 하는 공존재이다. 메타프락시스(Meta-Praxis)은 메타피직스
(Metaphysics)가 완결된 상태의 실재(實在)를 강조하는데 비해 실재를 설명하면서 실재에 이르는 과정
을 설명하는 실천적 논리이다.
헤르바르트(Herbart, J. F.)는 칸트 철학을 원용하여 윤리학과 심리학을 근간으로 하는 교육학을 한
학문분야로 정립하고자 하였다. 교육의 궁극적인 목적은 윤리학에서의 ‘도덕성’또는 ‘德’을 함양하는 것
이며 심리학에서의 다양한 원리들은 교육의 실제(practice)에 적용이 된다.
교육의 과정은 마음의 내용 측면에서 사고권(Gedankenkreis;思考圈), 다면적 흥미, 표상, 영혼으로
나아간다. 방법의 측면에서는 교수단계에서의 통각(Apperzeption), 전심(專心; Vertiefung)과 치사(致思;
Besinnung)의 개념들이 중층구조의 성격을 지니는 메타프락시스의 관점으로 해석될 수 있다.

다국어 초록 (Multilingual Abstract)

A Study on Teaching-Learning Styles by Personality Type
Jeong, Cheol Young(Chungbuk National University)
A person's original Selbst shall be respected while diversity among human beings is
to be mutually understood and cared about. This is because such efforts are the core of
education and faith of learners. Sites of education where no recognition of this takes
place will be filled with discrimination, competition, comparison, and exclusion. Ensuring
efficient education and learning on the sites of education or learning shall take place
prior to the recognition of differences among educators and learners.
As MBTI as an objective indictor often applied for recognition of difference is taught,
the dynamics and major functions of types of psychology as the core can be understood
and provided, enabling more in-depth acceptance of individual differences in terms of
motivation to learn.
As teachers understand personality and psychology, they can communicate with
learners more efficiently and increase qualitative levels of teaching and learning as a
result of open communication. Also, more relationship-oriented conversations become
available, leading to personality-centered education between educators and learners.
Personality type theories can help learners to have their preferences and inclinations
recognized and promote understanding of themselves and other people. Furthermore, they
can practice life based on care and sharing. Selbst establishes one's own identity further
from self through these theories and forms more solid indicators of life. This will help
learners develop dreams and visions while cultivating self leadership which leads them to
spontaneously and independently develop and tend their life. This will continuously give
the strength for self-initiated learning.
This paper describes efficient methods of teaching and learning that consider types of
personality between educators and learners and psychological differences on the very
sites where teaching and learning take place.