어거스틴의 인식론과 수업의 성격 = The Nature of Instruction Implied in Augustine's Epistemology

다국어 초록 (Multilingual Abstract)

Saint Augustine, born at Tagaste in North Africa in 354, was the greatest of the Christian writers. He exerted immense influence on the church and his educational views were adopted and followed for many centuries. In this study the nature of instruction implied in Augustine's epistemology was studied. For the purpose, his educational thought, epistemological view and instructional method were explored.
Augustine continued the Christian emphasis upon the future life of man, stressing that this life is merely a preparation for the life to come. He opposes sense experience. Man must realize that the senses deceive him. Truth and goodness exist only in God. Man arrives at genuine Knowledge and virtue after he controls his senses and frees his spirit to intuit God by reason of the super-natural life.
Augustine's religious idealism exerted influence on educational contents. To the end of establishing a right order in the soul the liberal arts developed in the secular schools are the best discipline. His two criteria of truth underlie the entire philosophy were the authority of the church and the certainty of conscience.
Augustine wrote a treatise on seven liberal arts, but only his dialogue on music and on the teacher are extant. In the dialogue, he used inconclusive conversation and student oriented method. Although Augustine asserted that punishment is necessary for the child to learn, he thought that man is good and active.
Augustine was not content to replace education with conversation. He further argued that education did not exist as the Romans and Greeks understood it. He declared that no man can teach another. He did not think that teaching takes place through written or spoken signs. From direct experience, he says. The sign is learned after the thing is recognized.
Therefore our knowledge of reality comes not from teachers but from reality itself, from our perception or observation of the real world. In addition to this sensible knowledge we aquire from experience, there is another kind of knowledge that Augustine calls intelligible knowledge. Intelligible knowledge is absolute and unchanging. He postulated that it is impossible for finite beings to comprehend absolute truth by themselves. They must have some kind of help. Divine help. He cal1s it illumination.
When Augustine turned his attention to instruction, teacher possessed the truth and their task was to share that truth with students. Inevitably then, Augustine construed instruction as an authoritarian process mitigated by his christian conception of human limitation. He believed that teachers do not cause learning. They cannot make their student understand. Teachers can possess truth, but they do not transmit truth. Student grasp truth themselves through direct experience and intellectual intuition. The teacher's task is to direct students, to guide them so that they discover the truth themselves.

목차 (Table of Contents)

• Ⅰ. 서 론
• Ⅱ. 교육사상
• Ⅲ. 인식론
• Ⅳ. 수업
• Ⅴ. 요약 및 결론