Ricoeur의 해석학적 상징과 교육

The Hermeneutic Symbolism in Philosophy of Ricoeur and Education

The hermeneutics of Ricoeur reevaluate and reinterpret the values and implications in the foreground of his hermeneutics. It shows that the rational logic and the ordinary language which seem not to related with the symbol at all are really subordinated to the symbol. From the disjunctive proposition of Ricoeur 'Symbols break out thoughts!', the contemporary context of symbolism is reorganized, and our tries of educational hermeneutics are also newly settled down. In the educational epistemology and ontology according to the cognitive meaning of thought and the construction of self which is made from symbols, the wide horizon of educational hermeneutics is developed. The theoretical experiments for asking where is the limitation of the horizon are tried in the educational application of the semantic moments and nonsemantic moments of symbol. And the horizons of texts encounter and clash with the hermeneutic moments in the extended time and space of the classical literature text and the phenomenological nonliterature text. The fundamental purports of the hermeneutic experiments which are performed by symbols are in the solving the problems which intend the construction of educational teleology by the interpretation in the educational texts. And the process routes are planed in the hermeneutic self construction as an advanced base of ontological interpretation about the educational subjectivity. The genesis of self-identification that is the ontological/epistemological start-point for the intrinsic and extrinsic aims of education is depends on the hermeneutic backup absolutely. In the both of semantic moments which organize the meanings and control the logics of language and nonsemantic moments which search for the unlimited freedom of meaning, the symbolic self works as the subjectivity of thoughts and the pivot of the educational relationships that speak for various symbols. What is intended in this hermeneutic project is the present design for the educational reality and process and the future construction for the educational blueprints. And we are considering the values and the sense/nonsense of symbol as the central mechanism of hermeneutics which enable the whole things.