敎育의 重層構造와 道德敎育

The Twofold Structure of Education and Moral Education

이 글은 교과교육의 도덕적 의미를 밝히고 그것이 도덕과 교육에 주는 함의를 규명하는 데 그 목적이 있다. 교과교육에서 교육의 내용과 방법은 각각 교육의 중층구조를 드러내고 있으며, 중층구조의 두 층 사이의 교섭과정은 그 자체로서 도덕적 의미를 지니고 있다는 점에서, 교과교육은 그 자체가 도덕적 의미를 지니고 있다고 할 수 있다. 특히, 교과로서의 도덕과 교육은 교과교육이 지니고 있는 도덕적 의미를 정면에 드러내어 집약적으로 다룬다는 특징을 지니고 있으며, 바로 이 점에서 교과의 의미를 탐색하는 교육학이야말로 도덕교육의 핵심이 된다고 할 수 있다.

The purpose of this study is to interpret the meaning of moral education in the light of the twofold structure of education. Applying the twofold structure of education to the content and method of education, we really under stand what moral education means. M. Oakeshott s argument on the concept of information and ju dgement presents a new view on the intepretation of knowledge as a subject-matter . He discuss the concept of information and judgement in a different context, namely, the context of distinction and the context of relation . According to Oakeshott, information and judgement are not two kinds but two aspects of knowlege. Furthermore, Oakeshott is positive in denying the judgement as a general ability of mind . Oakeshott s point of argument is this, that in view of the conceptual connection between information and judgement it seems inevitable that the status of information and teacher in teaching process is essential in character . But, Oakeshott s point leaves upon the possibility of denying the upper dimension of the twofold structure. Formal discipline thoery (FDT) ju stifies the value of subject-matter in connection with form . Explaining a FDT s insight into the form and mind requires clarification of its conceptual ambiguity on subject and mind, content and form, theoretical under standing and practical prescription . In FDT, the ambiguity is not so much a demerit as a merit in that it implies the twofold structure of education. While Oakeshott s intention lies in clarifying the concept of teaching and learning, so as to justify the teacher s life and activities in their daily classroom practice, FDT s intention lies in emphasizing the existence of form, so as to justify the metaphysical dimension of world and mind. In spite of the apparent discrepancy, Oakeshott and FDT both agree that there are two dimensions in education . Furthermore, these theory suggest that one dimension cannot be reduced to the other dimension. This fact gives raise to a theoretical discussion about the relation of two dimensions. Any discu ssion of Neo-Confucianist theory must be based on the idea of twofold structure, and can be meaningfully interpreted in the context of education. The main concepts of Neo-Confucianist, that is, nature (性) and mind/ heart (心), learning (學) and thinking (思), investigation of things and extension of knowledge (格物致知, ITEK), sincerity (誠) and reverence (敬) manifest the idea of twofold structure of education. Seeing in this light, it follows necessarily that nature(性) and mind/ heart (心) explains the metaphysical mind and reality as a content of education, learning(學), thinking(思) and ITEK the empirical process of learning and teaching as a method of education, sincerity(誠) and reverence(敬) the relation of metaphysical mind and empirical process of learning and teaching. Neo-Confucianist theory presents an alternative view to the so-called means-end reasoning in education. Education and human life in the genuine sense of the words, and their true relation can be under stood only in the light of the metaphysical point of view which posits an upper layer of mind and world as the standard of the empirical layer, as most clearly propounded in the Neo-Confucianist theory, particularly in the concept of sincerity(誠). Above all, the concept of sincerity(誠) helps to reveal and appreciate the twofold structure of education, as well as human life and mind . Being a vehicle for appreciating and contemplating the content and method in the light of the twofold structure of education, the process of subject-matter education is the mystery of mystery inherent in itself.