(Abstract) Korean high school students study many subjects from the morning until the late night to enter famous universities. Knowledge learned by rote is increasingly changing them to deformed human. And school problems, such as violence and suicide are also not irrelevant to these educational sit...
(Abstract) Korean high school students study many subjects from the morning until the late night to enter famous universities. Knowledge learned by rote is increasingly changing them to deformed human. And school problems, such as violence and suicide are also not irrelevant to these educational situation. In the 19th century Kierkegaard, saying “the truth is subjectivity”, tried to establish the philosophy of subjectivity against the crowd who lost personality. Kierkegaard's existentialism has given an inspiration for existentialist Heidegger, Jaspers, Sartre as well as educational thinker O. F. Bollnow. And Kierkegaard is giving a lot of implications in today's education system. O. F. Bollnow compared Existential Philosophy of Education with Mechanical Philosophy of Education and Organism Philosophy of Education. He explained that Existential Philosophy of Education is not characterized with continuity and plasticity. He emphasized that students are awake through crisis. He used crisis, advice, meetings, awareness as the concept of pedagogy. I thought that main concepts in the writings of Kierkegaard was related to education. Kierkegaard was engaged in how to foster the condition of self-change from ‘aesthetic disposition’ to ‘ethical disposition’ and from ethical disposition to ‘religious disposition’. The aesthetic lives for the emotional delight of immediacy, the ethicist for the mediation of reason and durability of principle, and the religious person for the second immediacy of eternity, insofar as a human being could experience the timeless. Between the aesthetic and the ethical disposition came the ironic as recognition of one’s mortality and impossibility of dwelling in sustained delight or even melancholy. And between the ethical and religious came the discourse of humor, not of mere laughter and wit but the deep humor that expresses the limits of life and human fallibility, yet still seeks for something that will outlive the self. Unlike most poets and novelists, Kierkegaard embraced a theory of communication based on part of a schema of ethical and religious development. He recognized that forms of discourse could correspond to disposition of development which, in turn, reflect qualitatively different apprehension of time. Kierkegaard realized the limitation of direct discourse to bring about self-change. Information and transfer of knowledge have limited efficacy when it comes to helping people gain insight into their life situations, and overcome emotional problems. Kierkegaard found the art of indirect discourse in Socratic dialogues. The main subjects of in this paper explain the concepts of ‘Irony’, ‘Eros’, ‘Paradox’, and ‘Humor’ applied to educator’s position in the writings of Kierkegaard. They were ‘Existential disposition’ applied to understand the learner. ‘Double reflection’ and ‘Indirect discourse’ were applied in didactics. In the conclusion the school cases is dealed as examples of existential philosophy of education. The most important lesson of self-change cannot be communicated directly like lecture-discussion formation but must be shown, evoked, and fostered through personally-engaging processes. I believe these are message illustrated by Kierkegaard’s work that may continue to teach us and enlighten us as educators.
(Abstract) Korean high school students study many subjects from the morning until the late night to enter famous universities. Knowledge learned by rote is increasingly changing them to deformed human. And school problems, such as violence and suicide are also not irrelevant to these educational situation. In the 19th century Kierkegaard, saying “the truth is subjectivity”, tried to establish the philosophy of subjectivity against the crowd who lost personality. Kierkegaard's existentialism has given an inspiration for existentialist Heidegger, Jaspers, Sartre as well as educational thinker O. F. Bollnow. And Kierkegaard is giving a lot of implications in today's education system. O. F. Bollnow compared Existential Philosophy of Education with Mechanical Philosophy of Education and Organism Philosophy of Education. He explained that Existential Philosophy of Education is not characterized with continuity and plasticity. He emphasized that students are awake through crisis. He used crisis, advice, meetings, awareness as the concept of pedagogy. I thought that main concepts in the writings of Kierkegaard was related to education. Kierkegaard was engaged in how to foster the condition of self-change from ‘aesthetic disposition’ to ‘ethical disposition’ and from ethical disposition to ‘religious disposition’. The aesthetic lives for the emotional delight of immediacy, the ethicist for the mediation of reason and durability of principle, and the religious person for the second immediacy of eternity, insofar as a human being could experience the timeless. Between the aesthetic and the ethical disposition came the ironic as recognition of one’s mortality and impossibility of dwelling in sustained delight or even melancholy. And between the ethical and religious came the discourse of humor, not of mere laughter and wit but the deep humor that expresses the limits of life and human fallibility, yet still seeks for something that will outlive the self. Unlike most poets and novelists, Kierkegaard embraced a theory of communication based on part of a schema of ethical and religious development. He recognized that forms of discourse could correspond to disposition of development which, in turn, reflect qualitatively different apprehension of time. Kierkegaard realized the limitation of direct discourse to bring about self-change. Information and transfer of knowledge have limited efficacy when it comes to helping people gain insight into their life situations, and overcome emotional problems. Kierkegaard found the art of indirect discourse in Socratic dialogues. The main subjects of in this paper explain the concepts of ‘Irony’, ‘Eros’, ‘Paradox’, and ‘Humor’ applied to educator’s position in the writings of Kierkegaard. They were ‘Existential disposition’ applied to understand the learner. ‘Double reflection’ and ‘Indirect discourse’ were applied in didactics. In the conclusion the school cases is dealed as examples of existential philosophy of education. The most important lesson of self-change cannot be communicated directly like lecture-discussion formation but must be shown, evoked, and fostered through personally-engaging processes. I believe these are message illustrated by Kierkegaard’s work that may continue to teach us and enlighten us as educators.
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