교육사상의 역설과 전회

Abstract

This study looked at the whole range of educational ideas from modern pedagogy to post-human educational research. To this end, the paradoxes of modern education, post-modern education, and post-human education research were reviewed. First of all, Kant, a non-join of modern pedagogy, shows a paradox in the discussion of the relationship between enlightenment and education. Enlightenment is a self-immature escape, but education, the only means to do this, starts with children, and they need the guidance of others. In particular, it left room for emotional display between civic and moral education during the stage of education. This is the nourishment of postmodern pedagogy, which emerged as a criticism of modern education. Postmodernism is a discourse that has emerged as a reminder of the importance of sensibility in the fields of art, architecture, etc., and Postmodern pedagogy accepts it normatively. To this end, this study looked at the discussion of the re-construction of educational publicness in the Japanese pedagogy community. The spirit of enlightenment requested in this discussion shows the paradox of postmodern pedagogy, which began with the attention of emotion. Post-human education research, which has recently gained attention, confirms the normality of human beings who establish moral and logical laws on their own above the achievements of post-modern pedagogy and asks for education for a better human society. Post-human education research also emphasizes the importance of sensibility from the stage of establishing the concept, but also demonstrates the paradox that rational human images cannot be abandoned.