실존철학적 인격교육 = The Existential Education of Personality

국문 초록 (Abstract)

이 글에서는 비인간적이고 학생의 주체성과 자율성을 간과하면서 교육의 본질을 상실한 오늘의 우리교육을 반성하고 그 대안적 의미로서 실존철학적 인격교육을 제시하고자 하였다.
이를 위해 이 글에서는 먼저 실존적인 인간의 특징을 주체성, 지유선택·책임, 그리고 인격의 측면에서 살펴보았다. 다음으로 실존적인 인간을 대상으로 하는 교육의 문제를 실존철학적 인격교육의 목적, 내용, 그리고 방법을 중심으로 살펴보았다. 다음으로 만남을 통한 인격교육의 문제, 즉 학교라는 교육의 장에서 하나의 인격체인 교사와 또 다른 인격체인 학생의 교육적인 만남을 통해 학생들이 비본래적인 나로부터 본래적인 나로 나아가도록 하는 단속적인 인격교육의 의미를 검토하였다. 또한 위기, 각성, 충고, 상담 등의 실존적 계기를 통한 인격교육의 가능성을 모색함으로써 현대 교육적인 의미를 고찰하였다.

다국어 초록 (Multilingual Abstract)

The purpose of this paper is to explore the possibility of the existential education of personality in our modern society and school causing the dehumanizing phenomenon in the student's subjectivity and autonomy which is cannot be ignored.
To this end, first, I examined the existential characteristics of humans such as subjectivity, freedom, choice, responsibility, and personality. Second, I examined the existential education of humans, that is to say, the matter of the characteristic of existential knowledge or personal knowledge, and the personality education based on this knowledge which is existential awareness. Third, I examined the concept of encounter as existential instrument or educational relationship between the teacher and student in school. And I explored some existential instruments such as crisis, counseling, advice, adventure, failure and frustration as personality education methods.
The main substances of this paper to the existential education of personality are like this. First, human beings subjectively shape their life and personality based on individual freedom of choice and responsibility. That is to say, we should deal with human as personality having the existential characteristics such as subjectivity, freedom, choice, and responsibility. Second, to educate a unique and free personality of human, school must provide the existential experience of personal knowledge, in other words existential awareness. Hence, first of all, school education should teach to become the man with subjectivity and education to awaken personal subjectivity of pupil should be to teach personal knowledge. Third, educational encounter between the teacher and pupil in school is a good educational foundation to shape a pupil's personality. And the relationship between teacher and pupil should become the mutual respect relationship based on mutual inclusion. And existential instruments such as crisis, counseling, advice, adventure, failure and frustration have possibility as a good method of personality education. They are intermittent educational instruments of personality resulting qualitative changes of pupil's life and personality.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 실존적인 인간의 특징
• Ⅲ. 실존철학적 인격교육의 방향
• Ⅳ. 만남을 통한 인격교육
• Ⅴ. 결론