교양교육에 남긴 1828 예일보고서(The Yale Report of 1828)의 유산 = Legacies of the Yale Report of 1828 in Liberal Education

국문 초록 (Abstract)

19세기 초 미국의 지리적, 경제적, 교육적 급팽창과 그에 따른 미국 사회의 변화의 요구에 대한‘대응’으로 1828년 출간된 예일보고서는, 대학 교양교육의 목적을 ‘우월한 교육의 기반을 마련해주는것’’으로, 이를 달성하기 위한 교수법으로 능력심리학에 기초한 정신의 훈육을 규정했는데, 이 과정에서교양교육에 후대까지 큰 영향을 미치는 중요한 긍정적⋅부정적 유산들을 남겼다. 교양교육의 정체성을보편적 기초원리와 이론교육의 제공으로 규정하고, ‘전반적인 교육’의 중요성을 강조함으로써 일반교육제도의 기초를 정립했고, 교양교육을 전문교육이나 직업교육과 구별했으며, 이에 상응해서 근대 대학의역할과 기능도 규정했다. 또한 이 과정에서 학부교육과-향후의-대학원 교육을 구분했다. 그러나 이런구분은 교양교육이 전공의 기초교육으로 전락할 수 있는 가능성도 열어놨다.
한편, 능력심리학은 내용 중립적인 철학이기 때문에, 非교양 학문분과들도 전이성과 범용성을 띤정신 능력 개발 가능성을 이론적으로 제시할 수 있다면 이들도 교양교육과정에 진입할 수 있는 길이열리게 되었으며, 그만큼 교양교육의 위상이 악화될 수 있는 위험성도 높아졌다. 또한 교수자 중심의능력심리학은 부모의 책임을 맡은 보호자로서 학생들에게 교양교육과정을 필수화 할 수 있었다. 능력심리학은 당대 사회의 변화된 요구를 수용하여 신공화주의를 구현할 수 있게 해주었지만, 교양교육의도구이자 기술이며 또한 ‘내용 중립적’이며 ‘가치 중립적’인 정신적 능력이 교양교육의 내용과 덕성및 공공의/윤리적⋅도덕적 목적보다 상위의 개념이 되는, 전도 현상이 발생했다. 교양교육이 정신의훈육에 의해 덕성, 가치, 도덕적⋅윤리적 공공의 목적을 상실하며 아노미 현상을 보이고 있는 상황은, 현재 ‘핵심역량’에 포획되어 교양교육의 덕성과 가치를 잊어가고 있는 대한민국의 교양교육에 던지는시사점이 대단히 크다.

다국어 초록 (Multilingual Abstract)

The Yale Report was published in 1828 as a response to the rapid geographic, economic, and educational expansion in early, nineteenth-century America. The Report defined the purpose of collegiate liberal education as one that should ‘lay the foundation of superior education.’ According to the Report, this was to be best achieved by disciplining and grounding the mind on the faculty of psychology. In this process, the Report left both positive and negative legacies which have had long-term impacts on liberal education.
The Report defined liberal education as one that provides general basic theories and principles. In addition, by stressing the importance of a ‘thorough education,’ the Report not only laid the basis for general education in later centuries, but also distinguished liberal education from professional, or vocational education, and the role and function of colleges accordingly.
Moreover, the Report made a distinction between undergraduate and graduate studies. However, this distinction made it possible for liberal education to be downgraded into basic education for the study of concentrations.
Meanwhile, the overemphasis on universal mental faculties which is content-neutral made it possible for non-liberal disciplines to be included within the curriculum of liberal education, which in turn would lower the status of liberal education. In addition, teacher-centered faculty psychology enabled the college as the guardian who took the parental responsibilities to enforce prescribed curriculum on their students. Moreover, faculty psychology also enabled liberal education to accommodate the new entrepreneurial and business demands of a rapidly changing society and thereby opened a way for neo-republicanism to be realized in America at that time. However, ironically, the discipline of the mind which was originally a tool and a skill for liberal education became its purpose since the notion of mental faculties was content-free as well as value-free.
As a result, liberal education lacked virtues, values, moral⋅ethical ends, and public good. This undesirable phenomenon would give a grave lesson to the liberal education in current Korea enthralled by the notion of ‘core competencies.’

참고문헌 (Reference)

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