한국 대학 도자교육의 역사적 특성에 대한 고찰

Research on the Characteristics of Ceramic Education History at Korean Universities

In Korea, ceramic education at university began in 1958. Since then, quantitative development and growth have been achieved. Substantial qualitative achievements, however, failed to materialize. Many factors contributed to the qualitative stagnation. First, efforts to analyze the modern period of university education and to establish a curriculum that suits Korean identity and values were insufficientiy expended. As a result, the issue of re-interpretation of the tradition to identify the essence and characteristics of Korean ceramic arts, academic pursuit, and communication were marginalized. Instead,“education for education’s sake” has been carried out. Second, educators have passively adopted foreign-made contents of ceramic education, which focused on the creation of dialectical value system, developed by ceramicists in Japan, Europe, and America. However, such contents that did not undergo dialectical reviews based on the Korean history and tradition were likely to produce negative side effects. Third, ceramic education at universities failed to interact with the social context at full capacity. Amid self-induced stagnation, ceramic education has failed to defend its scholastic legitimacy and to meet social demands. Essentially, ceramic education is largely characterized by analog representation of the world aspects and is formed by individual media experience that is shaped by historicity. This means that ceramic education has the potential to mediate conflicts involving the human condition in the digital society. From this perspective, curriculum should be recognized as a dialectical process through which individual experiences are expanded by cognitive growth and knowledge. To teach essential characteristics of ceramics and to train them to be creative in the social context, it is necessary to prepare curriculum that is focused on them.