노버트 엘리아스(Nobert Elias) 인간과학이론의 교육학적 함의에 대한 연구 = Study on the Educational Significance of Norbert Elias' Theory of the Human Sciences

다국어 초록 (Multilingual Abstract)

Norbert Elias became more famous after his death, whose books provoked philosophical, sociological and historical controversies. While Elias took notice of the civilizing process of humans, he tried to grasp the humanistic and social matters in a relational context beyond individual levels such as philosophical, psychological and sociological approaches. He paid attention to the correlation between an individual and a society which were not separated and couldn't be separated, and then developed penetrative thinking over the individuals and the social phenomena. Elias did not unfold educational discussion, but his books enriched the educational significance by dealing with learning matters that had been formed and obtained in the process of civilization by humans and societies. Especially the theory of Elias had a thread of connection with that of J. Dewey in terms of handing the suppression of democracy that had been developed in the civilizing process. Also, his theory had a thread of connection with that of M. Foucault in terms of handling the power struggles that had been developed in the process of cultural formation. Therefore, the work to create the theoretical framework that could identify the educational matters on the basis of Norbert Elias's theory of human science was important for the educational discussion, since it showed interests in the theoretical model that could observe the education and the learning phenomena. This study is to review the basic designs of the Elias's theory of human science, to discuss the formation theory, which is the core of the civilization theory, to describe the Elia's knowledge theory, and finally to draw educational significance of the Elias's theory.

목차 (Table of Contents)

• Ⅰ. 들어가는 말
• Ⅱ. 엘리아스의 인간과학 연구방법
• Ⅲ. 문명화, 결합태, 그리고 학습
• Ⅳ. 지식과 학습
• Ⅴ. 권력과 문명화된 학습
• Ⅵ. 나가는 말
• 참고문헌
• Abstract

참고문헌 (Reference)

1 이진우, "포스트모던 시대의 문화와 권력 -노베르트 엘리아스의‘문명이론’을 중심으로-" (60) : 115-134, 1994

2 Elias,N, "죽어가는 자의 고독" 문학동네 1982

3 이병준, "안트로폴로지와 문화적 학습의 이론적 모형에 관한 고찰"

4 Dewey, J, "민주주의와 교육" 교육과학사 1996

5 Elias,N, "문명화과정 Ⅱ" 한길사 1999

6 Elias,N, "문명화과정 Ⅰ" 한길사 1996

7 이병준, "교육사회학의 해체와 재구성 -21 교육사회학 연구의 새방향-" 한국교육학회 261-282, 2000

8 Elias,N, "Über sich selbst"

9 Elias,N, "Über die Zeit. 4.Aufl"

10 Elias,N, "Über Natur" 6 (6): 469-481, 1986

11 Benner,D, "Zur theoriegeschichtlichen und systematischen Relevanznicht- affirmativer Erziehungs- und Bildungstheorie. In Erziehung, Bildung"

12 Elias,N, "Zur Grundlegung einer Theorie sozilaer Prozesse" 6 : 127-149, 1977

13 Elias,N, "Was ist Soziologie? 7. Aufl"

14 Baumgart, R, "Nobert Elias zur Einführung"

15 Rehberg,K.-S.(Hg.), "Nobert Elias und die Menschenwissenschaften"

16 Kim,E.-Y, "Nobert Elias im Diskurs von Moderne und Postmoderne"

17 Benner, D, "Grundstrukturen pädagogischen Denken und Handelns. In Enzyklopädie Erziehungswissenschaft. Bd. 1. Theorien und Grundbegriffe der Erziehung und Bildung"

18 Elias. N, "Etablierte und Aussenseiter"

19 Elias,N, "Engagement und Distanzierung. 2.Aufl"

20 Wilterdink,N, "Die Zivilisationstheorie im Kreuzfeuer der Diskussion. In Macht und Zivilisation.Mateirialien zu Nobert Elias' Zivilisationstheorie 2."

21 Elias,N, "Die Gesellschaft der Individuen"

22 Alheit,P, "Challenges of the postmodern ‘Learning Society’ - A critical approach" 2005