一次元的 社會와 敎育의 社會構成力 = One Dimensional Society and Social Construction of Education

다국어 초록 (Multilingual Abstract)

The purpose of this study is to discuss logical relation between education and social revolution for liberation in One-dimensional Society (Herbert Marcuse, 1964).
If a society is oppressing and inhuman one, it is natural that education should act as emancipatory transformations. Education for social transformation is that it makes over-all new, type of man in his consciousness as well as his instinctive needs. The power of making like so is social construction of education. For new society will be constructed by this new type of man.
However, social construction of education can not but have limitations in that the regularity of a system concealing the logic of domination limits the emancipatory transformations of education, Education keeping on retaining the logic of domination in one-dimensional society reproduces and reinforces the prior domination ideologies, depoliticizes the subjects of education, and is subject to the ruling power. Inspite of the fact, the relative autonomy of education logically give to us the hope that the education can resist these contradictions and can have some revolutions against them. The social construction of education is the practical power revealing itself in dialectical relation between the system and education as well as between the structure and the agent. This power may break man with the established society, subjectize one dimensional man, and restore the relative autonomy of education. Therefore, the power is the humanism that will get rid of the gap between the present and the hopeful future. Marcuse's social criticism is based on this humanism.
The meaning of education implied in Marcuse's social criticism is possibility which would loosen the hold of enslaving needs in one dimensional society, and this meaning is expressed in his refusal to abandon the dialectic of agency and structure and his development of theoretical perspective that treats seriously the claim that history can be changed, that the potential for radical transformations exist. Although his critical argument is often criticize for elitist, speculative, and utopian approach, the value of his theory that argue the realization of liberal man must not, be reduced because of the fact, we must have the considerations the process of education is the process of interaction having together the give and take and many utopias that was thought impossible have been realizing by progressive challenges.

목차 (Table of Contents)

• 목차
• Ⅰ. 머리말
• Ⅱ. 일차원적 사회의 형성과 특성
• 1. 일차원의 의미와 일차원적 인간
• 2. 일차원적 사회의 형성논리
• 3. 일차원적 사회의 제측면
• Ⅲ. 일차원적 사회의 교육모순
• 1. 일차원적 사회의 지배구조 강화
• 2. 일차원적 인간화의 조장
• 3. 교육의 종속화
• Ⅳ. 일차원적 사회의 변혁과 교육의 상대적 자율성
• 1. 일차원적 사회의 변혁조건
• 2. 사회구성력으로서의 교육의 상대적 자율성
• 3. 교육적 접근의 의미
• Ⅴ. 맺음말
• 참고문헌
• 영문초록