중도·중복장애아 교육연구에 있어서 훗설(Husserl)의 현상학적 방법론이 가지는 의미에 관한 고찰

An Inquiry into Phenomenological Methodology of Husserl on the Education Research for Multiple and Severe Handicapped Children

본 연구는 중도중복장애아 교육연구에서 선행되어져야 할 작업은 중도중복장애아와 그들 교육의 본질에 대한 섬세한 이해와 명확한 설명이라는 인식하에서, 이를 위한 구체적인 실재와 가능성을 제시하고 있는 훗설의 현상학적 방법론이 중도중복장애아 교육연구에 있어서 가지는 의미에 대하여 고찰하는 것을 목적으로 하였다.문헌연구의 방법을 사용하여 연구를 진행한 결과, 다음의 결론을 얻을 수 있었다.첫째, 중도중복장애아 교육연구에 있어서 훗설의 현상학적 방법론의 적용은 중도중복장애아와 그들 교육의 본질을 제대로 이해하고 설명할 수 있도록 해 줄 것이다. 둘째, 중도중복장애아 교육연구에 있어서 훗설의 현상학적 방법론의 적용은 중도중복장애아와 그들의 교육에 관련된 생생하고 현장감 있는 이론과 교육적 실재를 구축하는데 도움을 줄 것이다. 셋째, 중도중복장애아 교육연구에 있어서 훗설의 현상학적 방법론의 적용은 중도중복장애아 교육연구에 대한 방법적 원리와 실재를 재정립시킬 수는 있는 단서 및 학적 기초를 제공해 줄 수 있을 것이다.

This study was to consider that deep learning and understanding multiple and severe handicapped children and their education should be proceeding in the study of education research for multiple and severe handicapped children. For the reason, we investigated phenomenological methodology based on detailed real cases and possibility have an effect on education research for multiple and severe handicapped children. As the result of this study, we reached a conclusion as below. First, phenomenological methodology can be helpful to understand and explain the essential aim of education research for multiple and severe handicapped children. Second, phenomenological methodology is useful to advance the detailed theory with vivid real cases regarding the education of education research for multiple and severe handicapped children. Third, phenomenological methodology can offer the basis of the education, so that we can rebuild the study of method and reality of education research for multiple and severe handicapped children. This study was to consider that deep learning and understanding multiple and severe handicapped children and their education should be proceeding in the study of education research for multiple and severe handicapped children. For the reason, we investigated phenomenological methodology based on detailed real cases and possibility have an effect on education research for multiple and severe handicapped children. As the result of this study, we reached a conclusion as below. First, phenomenological methodology can be helpful to understand and explain the essential aim of education research for multiple and severe handicapped children. Second, phenomenological methodology is useful to advance the detailed theory with vivid real cases regarding the education of education research for multiple and severe handicapped children. Third, phenomenological methodology can offer the basis of the education, so that we can rebuild the study of method and reality of education research for multiple and severe handicapped children.