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      마르틴 부버 만남 철학의 교육적 함의 = The Educational Implications on Martin Buber`s Encounter Philosophy

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      https://www.riss.kr/link?id=A75044512

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      다국어 초록 (Multilingual Abstract) kakao i 다국어 번역

      Buber`s focus on dialogue and community would alone mark him out as an important thinker for educators. But when this is added to his fundamental concern with encounter and how we are with each other his contribution is unique and yet often unrecognized. I and Thou, Buber`s best known work, presents us with two fundamental orientations - relation and irrelation. We can either take our place, as Pamela Vermes puts it, alongside whatever confronts us and address it as ``you``; or ``we`` can hold ourselves apart from it and view it as an object, an ``it``. So it is we engage in I-You and I-It relationships. This basic distinction becomes complex - as we can see from the following extract. For Buber encounter has a significance beyond co-presence and individual growth. He looked for ways in which people could engage with each other fully - to meet with themselves. The basic fact of human existence was not the individual or the collective as such, but ``Man with Man``. As Aubrey Hodes puts it: Encounter is an event or situation in which relation occurs. We can only grow and develop, according to Buber, once we have learned to live in relation to others, to recognize the possibilities of the space between us. The fundamental means is dialogue. Encounter is what happens when two I`s come into relation at the same time. This brings us back to Buber`s distinction between relation and irrelation. ``All real living is meeting`` is sometimes translated as ``All real life is encounter``. This, as Pamela Vermes has commented, could be taken as the perfect summary of Buber`s teaching on encounter and relation. Today, when the word ``dialogue`` is spoken in educational circles, it is often linked to Paulo Freire. The same is true of ``subject`` and ``object``. Yet, in the twentieth century, it is really in the work of Martin Buber that the pedagogical worth of dialogue was realized-and the significance of relation revealed. He wrote-``All real living is meeting`` and looked to how, in relation, we can fully open ourselves to the world, to others, and to God.
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      Buber`s focus on dialogue and community would alone mark him out as an important thinker for educators. But when this is added to his fundamental concern with encounter and how we are with each other his contribution is unique and yet often unrecogniz...

      Buber`s focus on dialogue and community would alone mark him out as an important thinker for educators. But when this is added to his fundamental concern with encounter and how we are with each other his contribution is unique and yet often unrecognized. I and Thou, Buber`s best known work, presents us with two fundamental orientations - relation and irrelation. We can either take our place, as Pamela Vermes puts it, alongside whatever confronts us and address it as ``you``; or ``we`` can hold ourselves apart from it and view it as an object, an ``it``. So it is we engage in I-You and I-It relationships. This basic distinction becomes complex - as we can see from the following extract. For Buber encounter has a significance beyond co-presence and individual growth. He looked for ways in which people could engage with each other fully - to meet with themselves. The basic fact of human existence was not the individual or the collective as such, but ``Man with Man``. As Aubrey Hodes puts it: Encounter is an event or situation in which relation occurs. We can only grow and develop, according to Buber, once we have learned to live in relation to others, to recognize the possibilities of the space between us. The fundamental means is dialogue. Encounter is what happens when two I`s come into relation at the same time. This brings us back to Buber`s distinction between relation and irrelation. ``All real living is meeting`` is sometimes translated as ``All real life is encounter``. This, as Pamela Vermes has commented, could be taken as the perfect summary of Buber`s teaching on encounter and relation. Today, when the word ``dialogue`` is spoken in educational circles, it is often linked to Paulo Freire. The same is true of ``subject`` and ``object``. Yet, in the twentieth century, it is really in the work of Martin Buber that the pedagogical worth of dialogue was realized-and the significance of relation revealed. He wrote-``All real living is meeting`` and looked to how, in relation, we can fully open ourselves to the world, to others, and to God.

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      참고문헌 (Reference)

      1 최동회, "현대철학의 근본조류" 법문사 1961

      2 안인회, "현대교육사상" 서광사 1988

      3 대한기독교서회, "현대 신학자 20인" 대한기독교서회 21 : 1977

      4 이상현, "인간 해명의 실존적 근거" 15 : 2004

      5 이상현, "실존주의 교육에서의 교사의 역할에 관한 연구" 13 (13): 2003

      6 이규호, "사람됨의 뜻" 제일출판사 1975

      7 강선보, "마르틴 부버의 만남의 교육철학에 관한 연구" 고려대학교 1989

      8 황경식, "마르크스주의와 도덕" 서광사 1995

      9 Buber, M., "너 와 나" 문예출판사 1977

      10 김정환, "교육의 철학과 과제" 박영사 1974

      1 최동회, "현대철학의 근본조류" 법문사 1961

      2 안인회, "현대교육사상" 서광사 1988

      3 대한기독교서회, "현대 신학자 20인" 대한기독교서회 21 : 1977

      4 이상현, "인간 해명의 실존적 근거" 15 : 2004

      5 이상현, "실존주의 교육에서의 교사의 역할에 관한 연구" 13 (13): 2003

      6 이규호, "사람됨의 뜻" 제일출판사 1975

      7 강선보, "마르틴 부버의 만남의 교육철학에 관한 연구" 고려대학교 1989

      8 황경식, "마르크스주의와 도덕" 서광사 1995

      9 Buber, M., "너 와 나" 문예출판사 1977

      10 김정환, "교육의 철학과 과제" 박영사 1974

      11 은준관, "교육신학-기독교 교육의 윤리적 근거" 대한기독교서회 1976

      12 이상현, "교육사 교육철학 신강" 학문사 2005

      13 이종남, "‘만남’으로서 예술과 인간" 홍익대학교 1973

      14 Heidegger, M., "Über den Humanismus" Vittorio Kloster man 1975

      15 Feuer, Lewis, "What is Alienation? The Career of a concept" (3) : 116-, 1962

      16 Toynbee, Arnold J., "Surviving the Future In: 삼성문화문 고 3" 삼성문화재단 1971

      17 Heidegger, M., "Sein und Zeit" Max Niemeyer Verlag 1960

      18 김영실, "Rogers의 인간중심사상과 Buber의 만남 사상에 관한 연구" 숙명여자대학교 1983

      19 Bollnow, O. F., "Probleme der Anthropologie(Rezension des "Glasperlenspiel")" 2 : 1947

      20 Hegel G, "Phänomenologie des Geistes" hrsg.von J. Hoffmeister Hamburg. 1952

      21 Buber, M., "Landgrebe Philosophie de Gegenwart In: 현대철학의 근본조류" 법문사 1961

      22 Kneller, G. F., "Introduction to the philosophy of Education" John Wileyand Sons 1964

      23 Buber, M., "Ich und Du" Meridian Books 1958

      24 Kierkegaard, J. B., "Heidegger, Buber and Barth" Collier Books 1971

      25 진쾌현, "Heidegger 현존재의 교육학적 이해에 대한 가능한 시사" 16 (16): 15-, 1980

      26 Bollnow, O. F., "Existenzphilosophie und Pedagogik" Kohlhammar 1968

      27 Morris, V. C., "Existentialism in Educatin" Haper & Row publishens 1966

      28 Heidegger, M., "Erlauterungen zu Hölderlins Dichtung" Frankfurt 1971

      29 Buber, M., "Education Between Man and Man" Macmillan 1965

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      학술지 이력

      학술지 이력
      연월일 이력구분 이력상세 등재구분
      2026 평가 재인증평가 신청대상 (재인증)
      2020-01-01 등재 등재학술지 유지 (재인증) KCI등재
      2017-01-01 등재 등재학술지 유지 (계속평가) KCI등재
      2013-01-01 등재 등재 1차 FAIL (등재유지) KCI등재
      2010-01-01 등재 등재학술지 유지 (등재유지) KCI등재
      2008-01-01 등재 등재학술지 유지 (등재유지) KCI등재
      2005-05-09 학술지명변경 외국어명 : 미등록 -> Philosophy of Education KCI등재
      2005-01-01 등재 등재학술지 선정 (등재후보2차) KCI등재
      2004-01-01 등재 등재후보학술지 유지 (등재후보1차) KCI등재후보
      2003-01-01 등재 등재후보학술지 선정 (신규평가) KCI등재후보
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      학술지 인용정보

      학술지 인용정보
      기준연도 WOS-KCI 통합IF(2년) KCIF(2년) KCIF(3년)
      2016 0.55 0.55 0.59
      KCIF(4년) KCIF(5년) 중심성지수(3년) 즉시성지수
      0.54 0.61 0.998 0.11
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