‘피로교육’을 넘어서는 교육의 새로운 지평으로서 향유

Enjoyment as the New Horizon in Education beyond fatigue education

현 교육은 기술정보화사회의 초경쟁주의 흐름 속에 우리들을 ‘가능성의 포화’로만 몰아가고 있다. 이러한 액체근대 교육은 수많은 위기와 도전으로부터 무방비의 적응가치의 방향으로만 몰아간다. 그러한 결과 현 교육은 직면하는 예측할 수 없는 위기와 사고(accident)로부터 문제의 근본해결보다는 임시적인 현상적 징후해결에 급급하다. 즉 미해결된 문제는 지속적으로 유예하며, 우리에게 불안과 공포를 지속적으로 위협하고 있다. 바로 이 맥락이 ‘향유교육’을 차단하는 지나친 ‘적응교육’의 독주이며, 교육이 피로교육의 고리로서 가동하는 한계이다. 최근 기술정보화 사회에서 교육은 더 이상 불변의 진리를 기억하고 재생하는 것이 아니라, 예측할 수 없는 상황이 요구하는 ‘일회용적 지식의 적합성’을 요구하고 있다. 이러한 맥락에서 교육은 개인이 새로운 ‘피크노랩시스의 창조성’을 발현하게 하는 희망을 발견할 수 있다. 그럼에도 불구하고 현 교육의 지평은 ‘적응교육’에만 매몰됨으로써 급격한 교육의 위기와 예측할 수 없는 변화를 포착하기 어려운 교육지체를 노정하고 있다. 교육의 새로운 지평의 향유는 무엇보다도 ‘피로교육’으로 몰아가는 ‘가속도의 속도성’을 저항적인 ‘느림의 창조성’으로 조율되어야한다. 이러할 때 문제의 지속적 유예는 유보되는 것이 아니라 오히려 효과적인 창조적 대처로서 전환될 수 있다.

The present education has been driving us into saturation of possibility in extreme competition in technology and information society. Such liquid modern education pushes us to the direction of open adaptation value against a number of risks and challenges. As a result, the present education is busy solving temporal and phenomenal symptoms rather than solving fundamental causes of problems when facing unexpected risks or accidents. In other words, unsolved issues are always valid and keep threatening us with anxiety and fear. This context means the sole lead of excessive adaptation education prohibiting enjoyment education as the limit which education works as the link in fatigue education. Liquid modern education keep driving only toward adaptation education at an increasing tempo by blocking the bridge to enjoyment education as the unintentional result. In recent technology and information society, education requires the adequacy of disposable knowledge required by unexpected situation, without memorizing and reproducing permanent truth any more. In this context, education can identify the hope of opportunity enabling an individual to express the creativity of new picnolepsis. Nonetheless, the present education has been exposing the difficulty in identifying the unpredictable change and rapid risk of education by concentrating only on adaptation education. Enjoyment as the new horizon of education, that is, the new horizon of education making a society adapt itself to human beings, is to recognize what becomes extinct in the world enabling the access through internet and electronic media at ultra high speed all over the world. This context is to fundamentally understand the horizon where enjoyment education is positioned. Enjoyment, the new horizon of education, shall adjust the speed of acceleration driving toward fatigue education by slowness, the resistant creativity. Only with such effort, continuous deferment of problems is not postponed any more but dealt by effective and creative action. To this end, it is required to allow the consilience and slowness of interdisciplinary promenade to embrace and adjust the viewpoint of the wholeness from the acceleration driving the present education toward excessive performance restricted by segmented specific area of fatigue education. Furthermore, like an artist taking a walk to a variety of neighboring fields and resonating the delight of enjoyment with the best enthusiasm poured on art works, it is required for learners to open the new horizon to new episteme in order to restore the sympathy of communication to react and overcome against the risk of education together by combining my entelechy and other s entelechy into synergic collective intelligence, that is, cooperative learning , through the delight of enjoyment in the process doing their best with their art works in their life.