메룰로-퐁티의 신체론으로 본 무용교육의 현상학 = Phenomenology of Dance Education from the Standpoint of Merleau-Ponty's Theory of Body

다국어 초록 (Multilingual Abstract)

Education is aimed to assist in having humanities which mean the existence as a human beings. Existence is a understanding of self reality that has right perception in terms of the existence as "a value creator." The perception of the value creator is to cognize that self is just the master and the person concerned who must feel, think, determine and find out how to live. Again, it is a understanding of being as the master who realizes and creates self lifetime.
To examine the educational meaning and nature of the understanding and cognizance, this study was carried out by approaching dance education from the viewpoint of Merleau-Pont/s "The World of Body" and "Phenomenology of Body."
In addition, this study was conducted to examine the concept of essential acknowledgement of phenomenology and to understand why the essential acknowledgement has to be educated in dance education, in order for dance education to aim toward aesthetic meaning in ordinary life. Moreover, Merleau-Ponty s perception of body, tendency, action, understanding of expression, and their meaning in dance education from the view point of phenomenology, were analysed as an original aesthetic experience.
It has been a problem with dance education that dance is educated only focusing on the motions or technical training of body. The problem just means that the dance education's basic features must be apparently recovered to its education based on the essential acknowledgement. The reason the essential acknowledgement is important for dance education is because it is an experience-based method of understanding pursuing existence's characteristics and meaning in our experience of life. The essential acknowledgement is a cognitive method for making the world's essential be spontaneously exposed and its meaning is recognized in life. It is required for dance education, therefore, to be the education of essential acknowledgement which helps cognitive understanding, and to be more systematically educated with intentional concerns. It should not be simply the technical education of body, but be understood and developed as education helpful to understanding the meaning of life and mental richness.
Dance education, therefore, must be understood and practiced as the education with dialectically interacting real experience, based on the fundamental fact that it is composed of the processes of students' world of life and the dance expressed by the body.