진보의 맥락에서 본 아동중심교육 = Progressivism and the Idea of Child-Centeredness

다국어 초록 (Multilingual Abstract)

This paper has tried to examine how progressivism and child-centered education has formed and connected each other. Enlightenment was crucial under the historical series of social progress such as Renaissance, Reformation and the Romanticism, from which the `Enlightenment Project` had been established, despite the disparity with that hold by MacIntyre. Two heritages form Enlightenment Project were socialism and romanticism. The former has by itself reformed `Grand Social Engineering Project` under which Condorcet in France and Owen in England tried to build the utopian and socialist society from the public education collectively maintained. The latter had generated two negative aspects such as iconoclasm and anti-intellectualism, particularly taken by Rousseau, which also had formed the idea of child-centered education. The so-called progressive ideas since Renaissance onward, as argued and demonstrated in the paper, cannot be seen as making real progress in the light of the conceptual and practical aspects as well as the historical examinations. In other words, the real and social progress cannot be realized under the idea of progressivism seen as the left wing. Unlike the general idea that child-centered education respects the child, the concept of the child-centeredness is not coincided with that of respect for the child.

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