Aristoteles의 敎育課程 理論

The Cnrriculum Theory of Aristotle

  Aristotle is one of conspicuous figures who originated the notion "liberal education", which is the most popular and commonplace conception of education today. In order to understand the essential features of liberal education it is convenient to examine Aristotle"s curriculum theory. The curriculum theory, I mean, is a systematic thought about how to educate people and why. It consists of some prescriptions for the content and method of education, and systematic explanations which justify the prescriptions.   Aristotle approaches the meaning of education from twe sides: from the social and the individual. On its social side, education is part of the supreme art of politics. It is education that makes a multitudes of diverse individuals one and common, and that maintains constitutional stability. Education must be one for the sake of the unity of a constitution, and should be a matter of public concern. On its individual side, education is a process of self-realization from with-in. It enables individual man to live his best life. This approach to the meaning of education is based on Aristotle"s psychological doctrine of the nature and structure of human soul. For Aristotle, the human soul can be divided into three parts, one that does not possess reason, though it is capable of obeying reason, and another that possesses practical reason, the other that possesses theoretical reason. Among three, the part of theoretical reason is the best, and its action is the end of the best life, for the action of a better part of the soul is more choiceworthy. Therefore education for the best life in its true sense is education for the development of theoretical reasoning.   The educational program of Aristotle can be distinguished into four stages according to the age of student. The first stage, from birth to seven, is a period of rearing. Education in its true sense begins at seven. The second stage, from seven to puberty, is concerned primarily with the education of the body. The third stage, from puberty to twenty-one, is concerned primarily with the education of the soul. It is suggested that the fourth stage which begins at twenty-one is concerned with intellectual education. Unfortunately Aristotle"s opinion on this stage has been lost and leaves nothing to us.   There are four subjects in Aristotle"s program; reading and writing, physical training, drawing, and music. They usually entered into education at that time. Aristotle thought that any subject of education should be useful and necessary for life and for the next stage of education. On this ground, he thought, reading and writing, physical training, and drawing should be taught. But if they make the body, soul, or intellect of free man unserviceable for the use and exercise of goodness, they must not be taught. He also thought that those subjects which were suitable for leisure activity of free man should be taught. Music was the case. Those subjects should be taught in order for the betterment of human life.   The notion, "noble leisure" or "civilized pursuits during leisure" is the central idea with which Aristotle justifies his curriculum proposal. For him, the whole life can be divided into two parts, work and leisure, war and peace, the useful and the noble. The latter parts are more valuable and choiceworthy. We choose work for the sake of leisure, war for peace, and the useful for the noble. Happiness, the highest aim of life belongs to the life of leisure. Therefore the highest aim of education is to prepare for the right enjoyment of leisure. For Aristotle, contemplation, the activity of theoretical reason is the noblest and most suitable activity for leisure. Because theoretical reason is the best part of human soul. The life of contemplation is that of our truest self, and this highest and happiest life is one which we live in respect of having a div