Quintilianus의 『연설가 교육론』관점에서 본 유아 문해 교육의 철학적 성찰

Philosophical reflection of literacy education of early childhood from Quintilianus Institutio Oratoria

본 연구는 고대 로마시대 퀸틸리아누스의 저서 『Institutio Oratoria(연설가교육론)』에 나타나는 유아 문해 교육의 원리와 방법에 대해 고찰하고, 현대 유아 문해 교육에 주는 시사점을 제시하는데 목적이 있다. 퀸틸리아누스는 유년기 교육의 중요 성을 강조한 교육자로, 유아의 체벌을 반대하고 눈높이 교육을 중시하는 교육관을 바탕으로 한 유아기 문해 교육의 원리와 방향을 제시하였다. 그의 내용에는 유아의 듣기 및 말하기교육, 문자 교육, 읽기 교육, 쓰기 교육과 이중 언어 교육에 대한 구체 적인 지도방법까지 포함된다. 본 연구에서의 퀸틸리아누스가 제시하는 유아 문해 교육의 원리와 방향에 담긴 내재적 목적과 가치의 성찰은 현대 유아 문해 교육에도 시사점을 제공해 줄 것이다.

The purpose of this study was to examine the principles and contents of early childhood education and early childhood literacy education in the first and second chapters of the Institutio Oratoria of Quintilianus, an advocate and educator of ancient Rome. Because he had a child - centered educational philosophy, he opposed corporal punishment and placed emphasis on eye - level education. In addition, the values of imitation, play and competition were evaluated as educational methods. Quintilianus s teaching of infant and child literacy education is divided into five parts. First, listening and speaking education begins from the moment of birth and begins with the cry of the baby. Second, the character education starts when it is equipped with listening and speaking ability, and it learns the form of the letter as a picture and emphasizes real education. Third, reading education should be followed by listening, speaking, and writing skills. Fourth, writing education should be followed by repeated learning as soon as reading ability becomes sufficient. Fifth, it suggests that foreign language should be taught at the time of learning mother tongue for balanced learning of mother tongue and foreign language in bilingual education. These Quintilianus children s houses, educational institutions, and practices of infant literacy education will give meaningful teaching to today s infant literacy education. By understanding the intrinsic purpose and value of infant literacy education, it is expected to be the basis of value judgment in solving problems related to modern infant literacy education.