포스트-평생학습과 학습의 존재론적 전환

Abstract

In the various arguments that talk about the future of education, the six principles platform of the suburban education frame, which is still operating in the way of defining the learning style, is 'who, what, how, when, what, why' learning. It is expressed that the person can use it for the purpose of the indigenous people, is separated in time and space, and the object and method can be unique. The lifelong learning approach that can use concepts such as bearing environment learning, transformative learning, situated learning, and expanded learning is included in the scope of application from the moment of expanding the horizon of learning, and more new approaches are possible. In the view of researchers, it is necessary to understand from an independent and neutral perspective. Researchers attempt the generative ability of learning, that is, the '(object)-becoming' of learning, and unravel the new existential members of learning with Latour's owner network theory (ANT) and Gaia theory, which inherited Deleuze's assemblage theory. Through this, they try to refresh the image of “future lifelong education” through lifelong learning. The researchers argue that early lifelong education is futuristic, and what the 'abstract machine' is, and how it differs from the current fitness university signal configuration. Second, they analyze the future educational discourse being discused in the future into several turning points, and judge whether the ontological way of understanding learners will not deviate from the state university interpretation method despite the “future discussion” within it. Finally, the researchers introduce the post-lifelong learning perspective as a new way to replace it, and suggest methods and conditions that can define the existence and function of 'eco-global' learning.