데카르트 철학에 대한 교육학적 해석 = Educational Implications of Descartes' Philosophy

다국어 초록 (Multilingual Abstract)

The purpose of this study is to present a new interpretation of Descartes’ philosophy as one of the educational theories. The main reason for this approach is that if we reveal the educational aspects of Descartes’ philosophy, we can answer the following question: ‘How can we solve the problem of the modern split self?’ In this regard, there are two problems of dualism. The first is ‘The distinction between mind and body’ on the inner-side of the self, and the second is ‘The discrepancy between subjectivity of mind and objectivity of world’ on the outer-side of the self. What this study says is that two problems of disharmony on Descartes’ philosophy could be solved by interpreting his philosophy from the perspective of education. Therefore, an effort to try to read Descartes’ philosophy as an educational theory is required.
As mentioned above, educational implications could be found in Descartes’ Philosophy. They are as follows. First, the First philosophy, which provides the foundation of philosophy, can be considered as the principle of education. The First philosophy is on the basis of both ‘The method and doubt’ and ‘Proofs of God's existence’, which respectively establish ‘The principle of cognition’ and ‘The principle of being’. The first philosophy sets up ‘The transcendental self’ which indicates an educated person and lets that person accept ‘The passions of the souls’ positively, so the educated person is able to enjoy freedom. Second, ‘Natural philosophy’ and ‘Moral philosophy’ can be understood as ‘the content of education’. With regard to the metaphor of a tree in Descartes’ philosophical system, trunks and branches each refer to Natural philosophy and Moral philosophy. The object of ‘Natural philosophy’ is Nature, and ‘Natural philosophy’ enables us to acquire self-knowledge by theoretical activities. Also, the object of ‘Moral philosophy’ is Passions, and Moral philosophy enables us to acquire self-knowledge by practical activities. Third, the ultimate goal of education should be identified as self-knowledge, and the aspect of self-knowledge can be found on Descartes’ philosophy. Self-knowledge is able to make people contemplate their lives comprehensively and thoroughly, and it will provide clues to interpret Descartes’ philosophy as an educational theory.

참고문헌 (Reference)

• 1 Aristotle. Metaphysics, "형이상학" 이제이북스 2007
• 2 Collins, J., "합리론: 데카르트, 스피노자, 라이프니츠" 백의 1999
• 3 고영준, "학문과 교과 : 헤겔 「정신현상학」의 교육학적 해석" 서울대학교 대학원 2008
• 4 Descartes, R, "철학의 원리" 아카넷 2014
• 5 최명관, "진리를 찾기 위한 방법서설·성찰·데까르뜨 연구" 훈복문화사 2005
• 6 소병일, "정념의 형이상학과 그 윤리학적 함의 -데카르트와 헤겔의 정념관을 중심으로" 한국헤겔학회 (27) : 33-58, 2010
• 7 Descartes, R, "정념론" 문예출판사 2013
• 8 Cassirer, E., "인간이란 무엇인가" 서광사 1988
• 9 김승호, "스콜라주의 교육목적론" 성경재 2004
• 10 Heidegger, M, "숲길" 나남 2008
• 11 원석영, "성찰② - <성찰>에 대한 학자들의 반론과 데카르트의 답변" 나남 2016
• 12 원석영, "성찰① - <성찰>에 대한 학자들의 반론과 데카르트의 답변" 나남 2016
• 13 Descartes, R, "성찰, 자연의 빛에 의한진리탐구, 프로그램에 대한 주석" 문예출판사 2015
• 14 소두영, "방법서설/성찰/철학의 원리/정념론" 동서문화사 2014
• 15 Descartes, R., "방법서설, 정신지도를 위한 규칙들" 문예출판사 2016
• 16 Ryle, G., "마음의 개념" 문예출판사 1994
• 17 안세권, "마음 밖의 世界, 마음 안의 世界：形而上學的 實在論과 有神論的 觀念論" 동아인문학회 (9) : 365-384, 2006
• 18 강영안, "데카르트의 코기토와 현대성" 철학연구회 29 (29): 3-29, 1991
• 19 윤금자, "데카르트의 코기토에 대한 하이데거의 해석" 중앙철학연구소 30 : 176-207, 2011
• 20 문장수, "데카르트의 역설(코기토와 근대성)" 역락 2011
• 21 문장수, "데카르트에 있어서 제일 철학의 가능 근거: 의지의 무한성" 62 : 119-150, 1997
• 22 김선영, "데카르트 철학체계에서 ‘정념’의 지위" 인문과학연구소 (22) : 245-266, 2009
• 23 안수진, "데카르트 철학에 나타난 자기인식의 교육학적 함의" 한국교원대학교 2017
• 24 Frankfurt, A. M., "니체와 니힐리즘" 지성의 샘 1996
• 25 노상우, "근대 이성개념과 교육학적 사유" 한국교육철학학회 (49) : 25-47, 2010
• 26 이홍우, "교육의 목적과 난점" 교육과학사 2014
• 27 이홍우, "교육의 개념" 문음사 2009
• 28 조영태, "교육내용의 두 측면 : 이해와 활동" 교육과학사 1998
• 29 Hoffman, P., "The Unity of Descartes' Man" 95 (95): 339-370, 1986
• 30 Platon, "(플라톤의)국가(政體)" 서광사 1997