『에밀』을 통해서 본 교사의 권위와 벌의 문제 = The Educational meaning of Teacher`s Authority and Punishment: Focused on Rousseau`s Emile

다국어 초록 (Multilingual Abstract)

There have been two contrasting views about the status of teacher`s authority and punishment. One is to object to the teacher`s authority and punishment, the other is to defend them. The former is to emphasize the freedom and autonomy of children than the rights of teacher, the latter is to regard the corrector role as a teacher as important. These different viewpoints reflect the ambiguity of the meaning of teacher`s authority and punishment. This shows the necessity of analyzing the status of teacher`s authority and punishment in education from the standpoint of educational philosophy, before choosing a position between the two contrasting views. In this context, this study is to give attention to the educational thought of Rousseau, well known as a representative thinker of Naturalism, especially focused on his concepts of authority and punishment in his Emile. It is true that Rousseau objects to the teacher`s authority and punishment in general. However, it is a mistake to regard him as a person totally against the uses of authority and punishment. Rousseau defends teacher`s authority and punishment from some aspects: indirect authority and natural punishment. In this point, Rousseau`s viewpoint provides us with the momentum to re-interpret the problem of authority and punishment in modern education. Therefore, this study is to investigate Rousseau`s viewpoint of authority and punishment, and to revaluate hie viewpoint from the view of the educational philosophy. It is expected that the result of this study will be helpful to make clear the status of authority and punishment in modern education.

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