교육의목적

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김창준 :

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Culture is activity of thought, and receptiveness to beauty and humane feeling. Scraps of information have nothing to do with it. A merely well-informed man is the most useless bore on God's earth. What we should aim at producing is men who possess BothCultureAndExpertKnowledge in some special direction. Their expert knowledge will give them the ground to start from, and their culture will lead them AsDeepAsPhilosophyAndAsHighAsArt.

교양이라는 것은 사고의 활동이며, 아름다움과 인간적 감정에 대한 수용성이다. 지식의 조각들은 그것과 아무런 상관이 없다. 단순히 많이 아는 사람은 이 지구상에서 가장 쓸모없는 지루한 사람이다. 우리가 만들어내야 할 사람이란, 교양과 동시에 특정 방향으로의 전문가적 지식을 갖춘 사람이다. 그들의 전문가적 지식은 자신이 출발할 토대를 마련해 줄 것이고, 그들의 교양은 철학만큼 깊이, 그리고 예술만큼 높이 그들을 인도해 줄 것이다.

The students are alive, and the purpose of education is to stimulate and guide their self-development. It follows as a corollary from this premise, that the teachers also should be alive with living thoughts.

Education is the acquisition of the art of the utilisation of knowledge.

The pupils have got to be made to feel that they are studying something, and are not merely executing intellectual minuets.

I do not share in this reverence for knowledge as such. It all depends on who has the knowledge and what he does with it. That knowledge which adds greatly to character is knowledge so handled as to transform every phase of immediate experience.

Knowledge does not keep any better than fish. You may be dealing with knowledge of the old species, with some old truth; but somehow or other it must come to the students, as it were, just drawn out of the sea and with the freshness of its immediate importance.

There is only one subject matter for education, and that is Life in all its manifestations. Instead of this single unity, we offer children -- Algebra, from which follows; Geometry, from which nothing follows; Science, from which nothing follows; History, from which nothing follows; a Couple of Languages, never mastered; and lastly, most dreary of all, Literature, represented by plays of Shakespeare, with philological notes and short analyses of plot and character to he in substance committed to memory.

The sense for style ... is an aesthetic sense, based on admiration for the direct attainment of a foreseen end, simply and without waste. `Style in art, style in literature, style in science, style in logic, style in practical execution have fundamentally the same aesthetic qualities, namely, attainment and restraint. The love of a subject in itself and for itself, where it is not the sleepy pleasure of pacing a mental quarter-deck, is the love of style as manifested in that study. Here we are brought back to the position from which we started, the utility of education. Style, in its finest sense, is the last acquirement of the educated mind; it is also the most useful. It pervades the whole being. The administrator with a sense for style hates waste; the engineer with a sense for style economises his material; the artisan with a sense for style prefers good work. Style is the ultimate morality of the mind.

Whenever a textbook is written of real educational worth, you may be quite certain that some reviewer will say that it will be difficult to teach from it. Of course it will be difficult to teach from it. If it were easy, the book ought to be burned; for it cannot be educational. In education as elsewhere, the broad primrose path leads to a nasty place. This evil path is represented by a book or a set of lectures which will practically enable the student to learn by heart all the questions likely to be asked at the next external examination.

(강조는 김창준)
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김창준은 AlfredNorthWhitehead의 교육철학을 좋아한다. 이 글은 그의 "교육의 목적"(The Aims of Education)에 나오는 말로, 김창준이 늘 외우고 다닐 정도로 좋아하는 말이다.

책분류 교육분류 철학분류