헤겔 「정신현상학」에 비추어 본 교과교육의 의미와 정당성 = Justification of School Subjects Education from the Viewpoint of Hegel's Phenomenology of Spirit

다국어 초록 (Multilingual Abstract)

The purpose of this study is to reveal the concept of knowledge in Hegel's Phenomenology of Spirit, from the viewpoint of which nowadays' knowledge education in school can be elucidated and justified. According to Hegel, all ideas of object-knowledge are moments abstracted from the process of education which is Consciousness‘ self-developing movement toward Spirit's self-knowledge, science(Wissenschaft). In other words, from the moment turned back into the process of education, all ideas of object-knowledge are necessarily sublated and spontaneously developed into system of concept(Begriff), because of Spirit's pressure within and without Consciousness against their own abstractness. In this way, Consciousness knows that every concept of its own nature is self-conscious substance over all the kinds of dichotomy, such as between subject and object, the universal and the particular, the infinite and the finite, essence and appearance, etc. And, in the mirror of concepts of object, it knows itself as Spirit, the transparent but living concept of self as a whole, which gives right and life as self to its present modes. Therefore, it is the very object-knowledge focused on the concept implicit in itself that is self-knowledge.
This conclusion implies that science in Hegel's mind is specified and actualized as subjects in the practice of nowadays' knowledge education in school. At a sight, the subjects, especially natural sciences such as dynamics, chemistry, biology, and so forth, seem to be of object-knowledge indifferent to learner's own mind. This view, however, is limited on the level of Consciousness without reference to its education. For, each of them is a system of concept, especially organized according to modes of Consciousness, that is, learner's cognitive levels. Consequently, it must be said, learning a subject is of knowing the sensible world as a self-manifestation of Spirit in the mirror of a system of concept. And school subjects education on principle can be justified even from the viewpoint of learner, because Spirit implicit in subjects is the concept of self, the only source and criterion of all virtues of educated mind.

국문 초록 (Abstract)

「정신현상학」에서 헤겔은 통념상의 ‘대상지식’은 따지고 보면 ‘자기지식’이라는 것을 보여 준다. 즉, 통념상 우리는 지식을 우리 자신의 마음과는 구분되는 것으로 간주한다. 그러나 이 통념상의 대상지식에서 핵심을 이루는 것은 ‘개념’이고, 이 개념은 마음과 대상의 구분을 뛰어넘는 것이다. 그리하여 개념을 중심에 놓고 보면, 모든 대상지식은 개념을 매개로 하여 그 안에 감춰진 '개념으로서의 나'를 들여다보도록 이끄는 자기지식이고, ‘지식과 구분되는 마음’과 ‘마음과 구분되는 지식’은 이 동일한 자기지식의 두 가지 추상이다. 이 점은 오늘날 교과교육의 의미와 정당성을 재조명하는 단서가 된다. 오늘날 우리는 교과에 담긴 지식을 학습자의 마음과 따로 떨어뜨려 놓을 수 있는 대상지식으로 간주한다. 그러나 교과에 담긴 것은 학습자의 인식수준별로 구조화된 개념의 체계이고, 이 개념의 체계는 여러 양상의 나에 자격과 정당성을 부여하는 개념으로서의 나를 인식하도록 이끄는 자기지식이다.

참고문헌 (Reference)

1 고영준, "학문과 교과:헤겔 정신현상학의 교육학적 해석" 서울대학교 대학원 2008

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4 Kant, I., "순수이성비판(Immanuel Kant's Critique of Pure Reason)" 박영사 1983

5 G. W. F. Hegel, "Werke in zwanzig Bäden" Suhrkamp Verlag 1969

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7 Schelling ,F. W. J., "System of Transcendental Idealism" University Press of Virginia 1978

8 G. W. F. Hegel, "Phenomenology of Spirit Oxford University Press" Oxford University Press 1977

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12 J. N. Findlay, "Hegel's Logic,with foreword" Oxford University Press 1975

13 Hegel, "Faith & Knowledge" State University of New York Press 1977