대학 고전 교육의 방향 및 내실화에 관한 고찰

This study was conceived by the problematic consciousness of diagnosing the paradoxical situation of classics education in high school and college and searching for the direction of classics education in college. The study first examined the system and composition of two high school“ classics” textbooks, reviewed the significance, limitations, and rational core of classics education in high school, and devised a model for classics education in college based on cases. The study paid attention to the situation of liberal education embracing the classics, which used to function merely as an option for each major in high school and college. A new understanding of the classics as part of liberal education is to help the students enjoy the academic and creative sources reverted to certain majors and individual study through liberal arts and thus make them the exclusive property of the students rather than the majors. Imagination about a new type of liberal arts is needed when making classics education a venue for intensifying and linking with the basic liberal education and searching for plans for practical and inclusive substantialization. In such a case, the activation of classics education and basic liberal education in college will naturally provide the driving force to move forward the plans to reinforce the elements of high school humanities. It is time to discuss the concept of such a new type of liberal arts in full scale.