교육철학으로서 Platonism과 Pragmatism = Platonism and Pragmation as Philosophies of Education

다국어 초록 (Multilingual Abstract)

It is sometimes said tnat Platonism and pragmatism are considered contradictory philosophy, because the "mission" of the pragmatic movement in philosophy appears in its opposition to intellectualism and all forms of totalitarian thinking (e.g. Platonism). Such consideration is well founded if one sees pluralism as essential to pragmatism, and identifies Platonism with a dosed monistic system. But I think that there are some similarities in the philosophizing methods, the concepts of education and schooling, and the relationship of philosophy and education among the two isms.
First of all, both Platonic or Deweyan thoughts show in extraordinary preoccupation with education. For Plato and Dewey the most important use to which the products of education could be was service to the state and society: The one saw the state as the most effective instrument that could be devised and employed for leading men to the higher life in the realm of ideas and to the philosopher-kings; The other, to the intellectual life in the democratic society and the democratic citizens. Thus, they were primarily the philosophers, and secondarily tbe educationists, for they had the philosophical positions that have become famous and wrote a number of the philosophical works that have had an impressive influence on the contemporary educational thoughts.
This paper aims to critically compare and to re-examinate some major problems in Platonism and Pragmatism as the philosophies of education: 1) The Philosophy of Harmony, 2) The Meanings of the Education and Schooling, and The Philosophy and Theory of Education: that is to say, Philosophy and Education in their Relations.

목차 (Table of Contents)

• I. 서론
• II. 조화의 철학
• III. 교육과 학교교육
• IV. 교육과 철학
• V. 결론
• 참고문헌
• Abstract