超驗性과 敎育課程 計劃 = Transcendence for Curriculum Planning

다국어 초록 (Multilingual Abstract)

The Purpose of this paper is to show the significance of "transcendence" for the interpretation and evaluation of educational theory and practice. The method used in this analysis may be characterized as both phenomenological and empirical.
Transcendence may be regarded as the most characteristic concept for the interpretation of religious phenomena and refers to the experience of limitless going beyond any given state or realization of "Being".
The general concept of transcendence may be analyzed into three principal dimensions: temporal, extensive and qualitative. Certain qualities of life are associated with transcendence and play a decisive role in teaching and learning. In this context, general human dispositions provide a set of criteria for a transcendence-oriented curriculum as contrasted with one that is predicated upon the neglect or denial of transcendence.
The general dispositions of human being construed are with various phenomena as hope, creativity, doubt and faith, awareness, wonder, reverence, and awe.
A Curriculum of transcendence provides a context for engendering, gestating, expecting, and celebrating the moments of singular awareness and of inner illumination when each person comes into the consciousness of his inimitable personal being. Transcendence is not an invitation to anarchy but to glad obedience to the structures or logos of being. The recognition of transcendence suggests a characteristic perception of the central task of teaching and learning as dedication to the practice of inquiry.
This philosophical theology of education may contribute to the nurture of the awareness of transcendence and to the curricular consequences that are associated with educational activities.

목차 (Table of Contents)

• Ⅰ. 초험성의 의미
• Ⅱ. 초험성의 차원
• Ⅲ. 보편성과 초험성의 부정
• Ⅳ. 일반적 성향
• 1. 희망
• 2. 창의성
• 3. 각성
• 4. 의문과 신념
• 5. 의아심과 존경
• 6. 교육과정의 결과
• 7. 전체성에 대한 관심
• 8. 탐구를 위한 교육
• 9. 대화의 실제
• Ⅴ. 초험성의 함양