교사의 권위: 해석학적 정당화 = The Authority of the Teacher: A Hermeneutical Justification

다국어 초록 (Multilingual Abstract)

It seems that in recent years some very influential view on education has been emerging in which the role of the teacher as an authority on what is taught is seriously marginalised and threatened. Part of it is a constructivist approach to education producing a provocative claim that there is no objective or right understanding that every learner should be expected to reach. In connection with this, Self-Directed or Student-Directed Learning insists that the learner should direct her learning by setting her own goals and choosing what to study, with the teacher ready to offer what the learner needs in carrying out her plan. Also, it is sometimes argued that the maturing form of hermeneutics after Martin Heidegger affirms and even radicalises these claims. The business of this paper is both to have a critical examination of this popular educational view and to defend and rehabilitate the authority of the teacher in education, by learning much from what Richard Peters and Hans-Georg Gadamer have to say about the essence of authority. Gadamer`s masterful treatment of authority in his Truth and Method in particular indicates the possibility of there being a hermeneutical justification of the authority of the teacher, and to seek such a possibility is the prime concern of this paper. It turns out that the prevailing educational view greatly misunderstands the epistemological presupposition of the educational discourse that it purports to overcome, and also distorts the nature of the authority the teacher has wielded. Both Peters and Gadamer make it clear that an individual`s awareness and understanding are not possible without public traditions and authorities. They also agree that the teacher as a genuine authority is acutely aware that the authority she exercises ultimately originates from the sanctity of the educational content, not from herself. While Peters provides a simplified analysis of the way understanding occurs, Gadamer is more successful in disclosing the complicated structure of understanding. With the expressions such as ``dialogue`` or ``fusion of horizons``, Gadamer perceptively shows the way all understanding is ultimately a self-forming act. In this hermeneutical analysis, the teacher is portrayed as the person who is in possession of insightful prejudices and dedicated to understanding as a self-formation. The central task of the teacher is to let the pupils enter the hermeneutical circle whereby understanding occurs. The pupils can have an experience of understanding because of the existence of the teacher who justifiably exerts her authority over them.

참고문헌 (Reference)

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