교육받은 인간에 대한 논쟁 검토: Peters에 대한 Martin의 비판을 중심으로 = Richard Peters`s Conception of the Educated Person Restated: from the Jane Martin`s Point of View

다국어 초록 (Multilingual Abstract)

The purpose of this paper is to explore educational implications for the educated person through examining the debate on the educated person between Richard S. Peters and Jane L. Martin. To accomplish this end, I explain Peters`s conception of the educated person and Martin`s critiques on his claims. After that, I evaluated some arguments regarding two views of the educated person and discuss the possibility of reconciling between them. For Peters, the concept of education are logically connected to the concept of the educated man. He defined education as initiating people into worthwhile activities, i.e., several forms of knowledge. His conception of the educated man portrays: someone who have a fuller understanding of the forms of knowledge, cognitive perspective and the rational passion. Martin criticised Peters`s conception of the educated person from the perspective of feminism. According to her, Peters`s conception of educated person addressed the traits of productive processes such as rationality, cognition, analysis, whereas it overlooked the traits of reproductive processes such as empathy, nurturance, supportiveness, compassion, sensitivity, and so on. Peters`s conception of the educated man seems to reflect the traditions of male dominant society in some sense, regardless of his intention. Martin shows that there are differences between male traits and female traits and education should consider both traits. Hence, she suggests that education should be gender-sensitive. The debate asks us redefining the educated person in our context.