포스트-휴머니즘적 접근과 회집체로서의 학습체계, 그리고 포스트-평생학습론 사유

Abstract

Lifelong learning research is continuously influenced by new scientific trends. The posthumanist approach that has recently moved into the mainstream is also increasingly influencing the understanding of lifelong learning. The posthumanist approach's 'more-than-human' perspective aligns with the attempt to understand human learning from an object-oriented and flat ontological standpoint. Posthumanism redefines ontology, offering a different perspective from the previous anthropocentric worldview, that is, the modernist worldview. In this transitional phase, we aim to address three meaningful questions:. 1. Why is it important to understand lifelong learning from the perspective of the posthumanist approach? 2. How does this shift in perspective capture the phenomenological reality of lifelong learning? 3. What new dimension does this approach uncover? The posthumanist approach has liberated lifelong learning from the constraints of educational 'essentialism'. In early models of lifelong learning research, humans were depicted as subjective beings, yet they were often confined to reproducing a predetermined world and essence. Although humans have been portrayed as self-directed learners, the actual learning process has always been tied to curriculums, competencies, and fixed outcomes. A truly Copernican shift in learning starts with relocating lifelong learning to an object-oriented perspective. Post-humanism rejects human pretentious subjectivity and reduces the burden of knowledge imposed upon them by the world. The traditional subject-centered learning theory was reinterpreted as object-oriented in this paper. The essence of the post-lifelong learning concept we are discussing is to move away from understanding learning as the accumulation of individual knowledge by Cartesian individuals. Instead, it is about viewing learning in terms of 'extension performed by activity systems'. In this paper, the researchers, first, redefined the concept of learning within the context of the 'more-than-human' dimension. Second, the learning process was redefined as an activity within a learning system that transcends the object-centeredness of learning and encompasses a systematic level including human-material-desire-movement. Third, the learning system was conceptualized based on the idea of assemblage or assemblage ontology. The combination and movement within the system are described as a process of 'becoming' that emerges from and is produced within the system's elements. Fourth, this lifelong learning phenomenon centered around the 'learning system' was differentiated from the previous learning ontology, which was based on isomorphism. We define this new framework as 3.0, that is, post-lifelong learning, marking it as distinct from the previous lifelong learning concepts of 1.0 or 2.0.