현대 사유에 감추어진 평생교육의 의미 탐색

Abstract

Lifelong education, a relatively new area of discourse and practice, has been influenced by the extensive history and experience of traditional school education. However, lifelong education has recently developed its own distinct language and practices, distinguishing itself from traditional school education. This study focuses on the paradigm issue of socialization in lifelong education and contributes to its redefinition through a de-socialization perspective. The researcher completed three specific tasks to achieve this objective. First, the consequences of education-related ideas of postmodern philosophers, such as G. Deleuze and J. Ranciere, on the meaning of lifelong education were examined. Based on this analysis, the researcher insists on the need to distinguish between education and socialization, examine the relationship between education and learning, and critically examine the role of teachers. These tasks are necessary in order to redefine the meaning of lifelong education. In this study, the researcher proposes departing from discourses and practices that infantilize adult learners, and, instead, advocates for redefining lifelong education with a focus on cultivating adult learners' self-identification, such as saying, “I am a painter!” through the development of sensitivity, rather than aiming solely for their mastery of creating masterpieces.