오우크쇼트 『인간행위론』의 교육학적 함의: “과정”과 “절차”의 구분을 중심으로 = The Distinction of “Process” and “Procedure” in Oakeshott`s On Human Conduct and its Educational Implications

다국어 초록 (Multilingual Abstract)

The purpose of this study is to consider what implications can be suggested to understand education and pedagogy with a focus on the distinction between ``process`` and ``procedure`` by Michael Oakeshott. Whereas the ``process`` is a category (or a idiom of inquiry) used when trying to understand an event as causal condition and regularity by abstracting its mechanical identity, the ``procedure`` is a category for understanding the event by showing an agent`s ability in his contingent situation that he acquired as a result of learning. In other words, the procedure means to understand the event as ``the exhibition of intelligence``. Therefore, the concept of the procedure has implications as follows. First, the human conduct originates in not the process such as ``nature`` and ``society`` but educated agency as a result of the initiation of traditions. Second, in understanding education, it is impossible to deny the existence of tradition or civilization (like child-centered naturalism), or to deny the educational value of civilization (like the doctrines of socialization). These two approaches appear when mistaking all the human conducts not as the exhibition of intelligence but as the mechanical identity. Finally, as long as education is highly intelligent engagement, the appropriate idiom of inquiry for that is not scientific understanding but historical understanding.

참고문헌 (Reference)

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