몸학습(embodied learning)으로 바라보는 평생교육의 의미와 과제

The Meaning and Challenges of Lifelong Education as Viewed by Embodied Learning

이 연구는 최근 학습론에서 관심이 대두되고 있는 몸학습에 관한 개념정립과 의미 탐색을통해 몸의 철학적 자리에서 바라보는 평생교육의 의미와 과제를 살펴보는데 목적을 둔다. 이를 위해 문헌자료에 기초한 몸학습의 구성요소인 몸, 지식, 감정과 영성 간의 인과적 관계를탐색하였다. 몸학습 구성요소 탐색에 기초한 개념지도 작성을 시도하였으며, 이를 근간으로미래사회 패러다임 전환에 터한 평생교육이 나아가야할 방향성을 논의하였다. 연구의 결과 및시사점은 다음과 같다. 첫째, 몸학습은 몸, 지식, 감정과 영성의 메커니즘을 통해 역동적으로순환하고 있는 것으로 나타났다. 또한 제작된 몸학습의 개념지도를 통해 몸학습은 몸에 한정된 이론적 체계가 아닌 통합적 얼개를 지닌 것으로 밝혀졌다. 몸학습은 앞으로의 평생교육 방향을 제시할 강력한 추동체이자, 평생교육을 총체적으로 보는 시각을 높일 수 있는 기제이므로, 몸학습에 대한 다양한 연구가 수반되어야 할 것이다.

The purpose of this study is to examine the lifelong education viewed from the philosophical position of the body through concept establishment and semantic exploration of embodied learning, which has recently been drawing attention in learning theories. For this, the causal relationship between body, knowledge, emotion, and spirituality, which are components of embodied learning based on literature data, was explored. This study attempted to prepare conceptual maps based on exploration of embodied learning components, and based on this, discussed the future direction of lifelong education in the paradigm shift of the future society. The results and implications of the study are as follows. First, embodied learning was found to circulate dynamically through mechanisms of body, knowledge, emotion, and spirituality. In addition, through the concept map of the embodied learning, embodied learning has an integrated structure, not a theoretical system limited to the body. As embodied learning is a powerful driving force for suggesting the future direction of lifelong education, and a mechanism to enhance the overall view of lifelong education, various studies on embodied learning will have to be involved.