기능을 넘어 존재로: 칸딘스키 철학을 통한 무용교육자의 감응과 사명 = Beyond Function to Being: The Sensibility and Mission of Arts Educators through Kandinsky’s Philosophy

다국어 초록 (Multilingual Abstract)

This study analyzes the teaching practice of a practical dance educator with over 30 years of experience at a four-year university in Seoul, using Stake’s (1995) intrinsic case study methodology. Through open coding of semi-structured interviews, participant observations, and instructional materials, three categories emerged: Affective Response, Ontological Awareness, and Sense of Mission. These categories reflect relational attunement to learners, existential self-recognition through embodied practice, and sustained commitment grounded in ethical responsibility. Interpreted through Kandinsky’s (2002) philosophy of art, they correspond to “spiritual vibration,” “inner necessity,” and “spiritual clarity,” reframing the educator’s role as an “artistic-pedagogical act of awakening being” rather than as technical instruction. The findings highlight the potential to shift arts education from a function-centered discourse toward affective and ontological practice, with future research required to test the framework’s applicability across diverse art forms and contexts.