교육, 삶의 방식, 생활세계 = Education and Way of life

다국어 초록 (Multilingual Abstract)

This article is to clarify some conceptualization of 'education as life experience'. In order to speak inclusively of education as life experience, I created the proposition that there should be Our Theory of Education (Our Pedagogy), in which education has 'when' (the time) and 'where'(the place), and in which education is 'being undergone' by our contemporaries,
Any experience, that can be recorded and deserves to be recorded, would get fixed the structure of experience, to say, the characteristic of educational activities (or system of rules). We can be aware that we are 'participating in educational activities', just when we have drawn out the characteristic and made it into a principle. If anyone has some experience of this characteristic, why cannot the apprehension of the characteristic be the educational foundation? I tried to examine the characteristic of educational activities, on the basis of my own experience. I likened the educational activities, which fully include this characteristic, to 'Soohaeng'(training of austerities). And now we'll turn to a certain system, according to which and in which we can practice educational activity for its own sake.
Prior to conceptualizing this kind of system, I mentioned the possibility that educational activities compared to 'Soohaeng' will take place on the ground of everyday life, that is, the possibility that, only if we can be clearly sensible of 'when' and 'where', we will cultivate our everyday life, in which human conditions of educational relation are promoted and embedded I have tried to name the ground of life with a distinct ,'when' and 'where' not only as 'Ma-eul' (meaning village), but as our tradition. Ahead of articulating my own concepts and propositions on education, I attempted to make it sure that any educational ideology, which is willing to impose some kind of conventional norms on educational activities, however good those norms may be, will move on toward consistently manipulating persons from certain methods and outcomes. I did this contention with some discussons of the matter of human relations and the matter of education

목차 (Table of Contents)

• Ⅰ. '인간문제'라고 하는 것
• Ⅱ. 교육문제를 어떻게 진술할까
• 1. 교육과 삶이 만나는 지점
• 2. 그 무엇이 우리교육 문제인가
• 3. 그것을 어떻게 말하면
• Ⅲ. 우리교육학이 되기 충분한 우리교육활동
• 1. 사람을 바꿀만한 교육활동의 조건
• 2. 교육활동 : 자기개발
• 3. 교육활동 : 소원성취
• 4. 교육활동 : 친숙성
• 5. 단순성과 순결성 : 교육활동을 포괄적으로 드러내는 언어
• Ⅳ. 마을 : '때와 곳'이 명확한 사회
• Ⅴ. 더 진전된 논의를 위하여