現代思想과 靑年文化 : 哲學的 敎育學的 思想을 中心으로 = The Current thoughts and Youth Culture

다국어 초록 (Multilingual Abstract)

Ⅰ. Cultural situations are classified into several parts : traditional culture and alien culture, pure and popular, main stream and non main stream, and finally youth culture. Among other cultures, we can not overlook youth culture, which is closely related to modern culture and civilization. First of all, we must have good knowledge of the youth culture: what it is, how it is composed on what value it is made, what type of thought pattern the modern youth who live in the current technical civilization have My purpose in this paper is to study these problems from the viewpoint of philosophy and education.
Ⅱ. If our life is comparable to a tree, the child period is the period of seed growing, the adolescent period is that of blooming in preparation for bearing fruit, and the senescence period is that of bearing fruit ready to fall. The culture formed during the adolescent period has something to do with the establishment fo the co-ordinates of our life. Culture is chiefly formed by what the adolescents think of and what they do during the adolescent period.
Ⅲ. The youth culture has at present a seriously significant task of modern thought and humanism, since their resentment, renunciation, resistance, suspense, despair and delinquency are closely related to the social problems. Very tight problems might arouse without the accurate knowledge of the youth culture. The adolescent period is not the transition period but the period when we can from individual views.
Ⅳ. Their resistance, secession, irresponsibility, alienation, egoistic mind, enervation etc. have become a challenge against our traditional culture. Therefore we can not bur relate this youth culture with the social problems. Social agreement and open tendency play a significant role in the formation of the youth culture. By means of research on the relationship between the youth culture and the modern thought, that is, between the youth culture and Pragmatism, Instrumentalism, Operationsim, I have attempted to grasp the true character of the youth culture.
Ⅴ. I have analyzed complex factors of the youh culture and examined into J. Deway's educational view in addition to T. Brameld's viewpoint. Dewey pointed out the irrationality of their respective viewpoints between traditional education and progressive education and made both the extreme viewpoints harmonized by means of philosophical methods. It is deemed to be a desirable method to tie and harmonize traditional culture and youth culture.
According to Dewey, education is the very cultivation of its ability and education is achieved by forming the habit of "Reflective thought" Therefore the forming of "Reflective thought" means tha we can make the adolescent adapted to circumstance and guide them into the right path.
Ⅵ. Brameld's reconstructionism is based on the idea that we can not overcome present crisis by means of progressivism and essentialism, but consolidated theory which was adopted from the advantages of both the ideas. The core of Brame;d's thought is the construction of democratic world culture and the realization of social self. As a means of principle to achieve the above, he took social agreement. The social agreement is made by means of social persuation through communication of individual desire. The youth culture must also be assimilated through this method. It is my conviction that Brameld's theory to construct Utopian world is our ultimate educational goal and thought.