교육대학원에서 교육철학하기 = Doing Philosophy of Education in Graduate School of Education

다국어 초록 (Multilingual Abstract)

This study investigates how educational practitioners have reflected philosophically on their practice. This study is carried out by analysing educational practitioners`s narratives on their experiences of philosophical reflection. Though the need for teaching philosophy of education for educational practice is urged from many aspects, there have been few concern about how educational practitioners actually `do` philosophy of education. This study, firstly, shows a particular way in which educational practitioners philosophize `on` and `in` their particular practices. Through the way, it seems that educational practitioners can acquire newly reflected educational notions and principles with which they will be engaged in their practices and testify those notions and principles they acquired. Secondly, this study reveals the distinctive philosophical concerns of educational practitioners which are raised from their practices. The concerns are distinguished in five aspects; the meaning of education and its auxiliary concepts, problems of knowledge, ethical issues, human relationship, conflicts between educational policies and the meaning of education. Thirdly, this study finds that philosophy of education at the level of graduate school has been most often viewed in the traditional way that professional philosophers of education at universities have carried out. However, this study also finds that by participating in philosophical reflection, educational practitioners can be introduced to think of themselves as philosophers. Furthermore the practitioners recognize their way of doing philosophy of education. The way of doing philosophy of education by educational practitioners shows the internal relationship between philosophy of education and educational practice. In this respect, philosophy of education can be considered as a form of practical philosophy. Finally, this study offers two implications for further examination; how professional philosophers of education can use practitioners` narratives in order to understand what kind of philosophical problems are actually raised in educational practice, and how professional philosophers of education can help practitioners make their reflection on the problems both `educationally relevant` and `philosophically rigid`.

참고문헌 (Reference)

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