Nietzsche의 초기 저작에 나타난 교육사상 탐구

A Study on Educational Thought in Nietzsche's Early Works

이 글은 니체의 초기 저작들에 나타난 교육관을 탐구함으로써 인간다운 인간을 길러내야 한다는 교육 본래의 취지로부터 벗어나 유용성, 대중성, 전문성을 지향하고 있는 우리의 그릇된 교육현실 및 교육풍토를 반성해 보려는데 목적을 두었다. 이러한 목적을 달성하기 위해 본 연구는 니체가 젊은 시절에 썼던 초기 작품들, 예컨대 “우리 교육기관의 미래에 대하여”, “삶에 있어서 역사의 공과”, 그리고 “교육자로서의 쇼펜하우어”등을 본격적으로 분석하였다. 연구자는 이 분석을 통해 교육에 대한 니체의 고뇌를 읽어내고자 하였다. 그의 교육기관, 교양교육, 교사에 대한 비판은 반시대적이지만 그것은 어디까지나 교육이 안고 있는 위선과 가식을 철저하게 폭로하고 고발함으로써 결국은 새로운 교육문화를 건설하려는 처절한 외침이요 몸부림으로 이해될 수 있다. 그러한 외침과 몸부림은 인간다운 인간의 육성을 통해 보다 수준 높은 휴머니즘의 교육문화를 이룩하려는 사람들에게 하나의 지적 자극제로서, 때론 지적 각성제로서 받아들여질 수 있을 것이다.

The aim of this thesis is to investigate the Nietzsche's educational thought in his early works, and to find some educational meanings or implications from his thought. Conclusions as follows: Firstly, Nietzsche severely criticized incompetency of educational institutions in his age. He had judged established institutions of education cannot develope true cultured persons who can lift low culture to higher culture. Thus, he demanded entirely new ideal person in his early works. He expressed Schopenhauer as ‘great educator󰡑who can save those degenerated world. After all, he thought Schopenhauer is an ideal model of all persons in his age. But he thought that great educator cannot educated by some established schools, but made or created for himself, that is, by overcoming some sufferings. Secondly, after researching prior studies about Nietzsche's educational thought, I found new fact that many researchers had not examined his thought fully. I think they could not thoroughly deal with educational ideas in his early works. As David Cooper pointed, I would like to suggest that study on his educational thought must be practise on basis of examination and re-examination about his early works. For educational ideas in Nietzsche's early works contains originality and archetype of his thought of later works. Thirdly, I suggested some educational implications based on discussions of Nietzsche's early works. (i) Our educational institutions must reflect our pseudo and pretended activities of education. They must try to recover their orignal aim to enhance or elevate level of our culture. (ii) Educators in our age must re-establish new concept of culture or cultured persons and then must investigate new contents and methods to teach them. (iii) Before teaching or leading students to higher culture, first of all, teachers must initiate into higher or noble culture.