교육사상 연구방법으로서 텍스트 다시 쓰기

Re-writing Text as a Method to study educational Thoughts

문헌해석학의 역사는 한마디로 저자의 '의도 파악'에서 텍스트 '보다 잘 이해하기'로, 다시금 텍스트 '다르게 이해하기'로 발전해왔다고 할 수 있다. 필자는 그러한 성취를 수용하면서 데리다의 철학에서 텍스트 이해의 보다 구체적인 모습을 찾아내고자 한다. 데리다는 텍스트를 의미발생의 흔적으로 간주하면서, 텍스트의 표면과 이면이 서로 중첩되면서 분리되는 의미발생의 놀이를 활성화한다. 그러한 독서법은 텍스트를 매개로 개시되는 '차연'의 놀이에 적극 참여하는 구체적인 철학하기로 간주된다. 그런데 그의 해체적인 독서는 다시금 텍스트 다시 쓰기라는 실천으로 구체화된다. 반면에 글쓰기는 의미의 발생을 활성화하는 해체적 독서를 실제적으로 수행하고 완수하게 된다. 따라서 텍스트 다시 쓰기는 자기 자신을 '글을 쓰는 사람일 뿐만 아니라, 또한 글에 의해 써진 사람'으로 구성하고 이해하며 표현하는 텍스트 연구의 구체적인 모습이자 형태라고 할 수 있다.

This paper began to discuss with the historical development of hermeneutics that is to summarize as a shift from the understanding the author's 'intention' over understanding the text 'better' than the author to the understanding the text 'differently'. Accepting such results, I have tried to make concrete the method and process of the understanding differently by leaning on Derrida's philosophy. Derrida's philosophy is to characterize as a deconstructive philosophy which means to continue and maintain the game of meaning by confronting the overt meanings of a text with its covert ones. According to Derrida, the text is the place of traces that the appearance of meanings left behind. Therefore the interpretation of a text is not to repeat its contents, but to revitalize the game of meaning. Such a reading is here conceptualized as a deconstructive reading of text. The deconstructive reading of text is to regard as a philosophizing which is characterized as a active participating in the game of meaning engraved in the text. Reading texts deconstructively is again to concretize in form of their re-writing, because texts consist in the game of meaning, and furthermore because writing does not mean a mere recording of the thoughts, but an experimental and aggressive activity of thinking. In other words, the re-writing of texts is to count as an actual moment which accomplishes and completes their deconstructive reading. Therefore it seems plausible to conclude that the re-writing of texts is acceptable as a method to study educational thoughts, because the concrete form and figure of studying educational thoughts can be determined as finding the interpret himself as a described person by texts and their co-author simultaneously.