하버마스의 프락시스론과 교육실천

J. Habermas's Thery of Praxis and Educational Practice

이 논문은 먼저 하버마스의 프락시스 개념 형성의 발생학적 토대와 논리 및 그 지향점을 다음과 같이 고찰하였다. 첫째, 의사소통적 프락시스의 개념은 하버마스가 사상사적 접근(고전적 실천학과 근대 사회철학)통해 변증법적으로 재구성한 것이다. 둘째, 하버마스는 규범성과 엄밀성을 토대로 의사소통적 프락시스를 개념화하였으며, 프락시스의 지향점은 사회합리화와 의사소통능력발달을 포함한다. 그리고 교육실천에 있어서 함의와 적용가능성을 논의한 결과는 다음과 같다. 첫째, 의사소통적 교육실천이란 교사와 학생의 상호교육이며, 보편적 심층적 규범성으로 나아가는 활동이다. 둘째, 의사소통적 교육목적의 특성은 내재적이고, 전인적 성장과 성숙한 자율성 함양과 다르지 않다. 셋째, 하버마스의 의사소통적 교수학습관은 교육발전의 준거로 가치를 지닌다. 담론교실의 구현은 전통교실과 방법교실의 교화적 무반성적 교수학습을 해결할 것이기 때문이다.

The purpose of this study is to clarify the meaning of praxis in Habermas and to find its implication to educational practice. The results can be summarized as follows: First, Habermas examined the concept of praxis in the context of the history of western thought and identified two meanings of the concept. One is classical/Aristotelian social philosophy's meaning of ethical-political actions or practical prudence. The other is modern social philosophy's meaning of norm and isolated actions or political technique which pursues technical utility. Second, the meaning and orientation of communicative praxis in Habermas was clarified. Its meaning is reconstructed with norm and scientific rigor dialectically. Its orientation is the rationalization of social system and life-world, and the development of communicative ability. Thirdly, the characteristics and aims of communicative praxis in educational practice were discussed. It implies equally interactive education of teachers and students, and the process of respecting educational norm and scientific rigor. Also, It implies the intrinsic aims of education pursuing intersubjective understanding, the realization of growth of whole person, and the development of autonomy of responsible action-agent. Finally, it was argued that Habermas' communitive teaching/learning could be the model of educational development in the view of the normalization communication in classroom. Reflective and non-indoctrinated teaching/learning is possible under the recognition of ideal speech situation in discursive classroom.