敎育學의 價値論的 基礎 小考 = A Study of Axiological Foundation in Education

다국어 초록 (Multilingual Abstract)

It is true that philosophy of values because of its background in man's early history is one of the most fertile domains of philosophy. It is the first condition of historical development that man has a situation in which there is a chaotic state, which ought to be decided, to be inquired, and to be accomplished after he has begun to live on the earth. These emergencies of livings, also the good and bad, the right and wrong, the beautiful and ugly are the total conscious activities in himan beings.
In general axiology was first discussed in the Central Europe, the Anglo-Saxon countryies, Italy and in the Spanish-American world. In the latter half of the nineteenth century, it began to be studied by Herman Lotze, Franz Brentano, Alexius von Meinong and Christian von Ehrenfels in German and Austria.
The history of axiology, of course, can be traced back to Plato or Aristotle but it was not known then as axiology, but only as axiological thinking. It was developed by actual and existential inquiry in the field of philosophy as well as in many other fields of arts and sciences. Take, for example, the behavioral study of values, focusing on subjective judgment, done by Perry and Dewey in the twentieth.
There are two sides to the question of axiology; one is the objective or the normative side and the other side is the subjective or changeable expressions of actions. The latter is Dewey's.
According to Dewey, "we value something when take an interest in it, prize it, or esteem it. 'To value' in this sense signifies a direct or immediate experience. One has values insofar as one cherishes or esteems certain objects or experiences. The other meaning of 'to value' -valuation -means to judge, to appraise, to evaluate. It is a deliberative process culminating in a judgment of value".
Though Rickert inquires about the matter of values as a problem of 'ought to be', Moore considers it as a matter of "good". Even though it may not be certain that this is what values really are, sometimes the matter of values is interpreted as different realms or as a number of different, as is done by Scheler, Phenix, and Broudy.
If, for a moment, we consider one aspect of axiology, educational axiology, we can see that in modern times, in many instances, a man of action is more highly valued than a highly educated white-collar worker. Also our civilization, through modern science, is giving us an abundance of material goods, but at the same time it is causing us confusion and hesitation in practical activities because of this abundance of goods. It is important now that we decide the direction education is going to take in the future and in what way we are going to educate our young people concerning these complexities of our society. The task of educational axiology is to solve these problematic situation in our day and to guide men valuable and happy to a living.

목차 (Table of Contents)

• 1. 論義의 背景
• 2. 價値의 定義와 槪念
• 3. 價値의 本質
• 4. 價値의 種類와 體係
• 5. 結 漁
• Summary