헤겔의 『정신현상학』에 비추어 본 마음과 교육 = Mind and Education from the Viewpoint of Hegel`s Phenomenology of Spirit

다국어 초록 (Multilingual Abstract)

The purpose of this study is to exhibit the theory of mind implicit in Hegel`s Phenomenology of Spirit, and explore how it can be interpreted as an educational theory. For this purpose, this study raises Kant`s transcendental philosophy and Hegel`s Phenomenology of Spirit as two perspectives on mind and knowledge, and compares them. In this comparison, Hegel`s mind theory subsumes the very modes of mind presented by Kant`s mind theory, into the process of education(Bildung) as self-knowing activity: Kant`s theory argues that all modes of mind presuppose Reason`s Idea as an a priori condition, whereas Hegel`s theory elucidates that they are the positive manifestations of universal Reason`s own, i.e., Spirit`s self-manifestations in the sequence of development of Consciousness. And by distinguishing empirical cognition from the process of education and fixing it as an objective fact, Kant justifies it as an objective knowing, but leaves Reason`s Idea as the unknowable beyond it. On the other hand, by returning it into its original state, i.e., the process of education, Hegel exhibits that its true identity is the turning point of universal Reason`s conceptual thinking, and that education is the self-knowing activity in which Reason thinks conceptually all the modes of mind and all the ideas of knowledge which it produced in its Consciousness days, and then knows them as its own actual manifestations, i.e., Spirit`s self-manifestations. So, in Spirit`s view, education is the self-sufficient activity which purpose is to know the meaning of education as such. The process of education is the process of self-recollection in which Spirit manifests itself as the sequential modes of Consciousness and the other-beings, subsumes them into itself, and then returns into itself as self-conscious Spirit. In conclusion, this ``metaphysical`` or ``substantial`` aspect of Hegel`` mind theory is a warning to nowadays` common notions that relegate education to a kind of temporary activity of delivering pre-established ideas, thereby treating it as an indifferent object to oneself, especially adult`s own self.

참고문헌 (Reference)

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