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자유교육에서의 종교의 위치
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자유교육에서의 종교의 위치.hwp
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자유교육에서의 종교의 위치.hwp
[Size :
48 Kbyte
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자료설명
여기서 상이한 지식체계가 근본적 가정들을 공유하고 있다는 사실과 함께 한가지 강조되어야 할 것은 세계에 대한 명제들은 결코 다른 명제들로부터 고...
본문/내용
여기서 상이한 지식체계가 근본적 가정들을 공유하고 있다는 사실과 함께 한가지 강조되어야 할 것은 세계에 대한 명제들은 결코 다른 명제들로부터 고립되어 홀로 존재하는 것은 아니라는 점이다. 각각의 명제들은 그것의 바탕이 되는 근본적 가정들을 중심으로 서로 서로 연결되어 전체적으로 하나의 그물망을 이루고 있다고 보아야 하는 것이다. 이렇게 볼 때, 우리는 과학적 명제와 종교적 명제가, 공유되는 근본적 가정들을 매개로, 서로 서로에게 영향을 줄 수 있음을 확인하게 된다. 종교적 지식체제와 과학적 지식체제는 서로로부터 폐쇄된, 독자적인 체제라고 볼 수는 없게 되는 것이다. 사실상 종교적 명제들의 일부는 널리 받아들여지는 과학적 지식에 의해 뒷받침되는 반면 일부는 이들과 갈등을 일으키기도 한다. 필자의 견해로는 이것이 바로 종교적 명제들의 타당성에 대해 최종적인 결론에 도달할 수 없는 이유이다. 종교적 명제들은 아직까지 ‘참’으로 판명된 것도 아니요, 그렇다고 ‘거짓’으로 판명된 것도 아니다. 종교적 명제들의 타당성에 대한 탐구는 미완의 과제로 보아야 하는 것이다.
계시에 근거한 종교적 명제가 과학적 명제들과 갈등을 일으킬 경우 허스트는 계시에 대한 우리의 이해가 재해석 되어야 한다고 주장한다. 그러나 이것만이 갈등을 감소시키는 유일한 방안은 아니다. 우리는 ‘과학적 지식’의 타당성을 재해석해 볼 수도 있으며, 또는 양자 사이의 갈등이 사실은 참된 갈등이 아니라는 점을 보여주는 새로운 설명 방안을 탐색해 볼 수도 있는 것이다. 물론 여러가지 갈등해소 방안이 동등한 타당성을 갖는 것은 아니다. 이 과정에서 무엇보다 중…
계시에 근거한 종교적 명제가 과학적 명제들과 갈등을 일으킬 경우 허스트는 계시에 대한 우리의 이해가 재해석 되어야 한다고 주장한다. 그러나 이것만이 갈등을 감소시키는 유일한 방안은 …
계시에 근거한 종교적 명제가 과학적 명제들과 갈등을 일으킬 경우 허스트는 계시에 대한 우리의 이해가 재해석 되어야 한다고 주장한다. 그러나 이것만이 갈등을 감소시키는 유일한 방안은 …
참고문헌
Ackerman, B.A. (1980) Social Justice in the Liberal State (New Haven, Yale University Press).
Bailey, Charles (1984) Beyond the Present and the Particular: A Theory of Liberal Education (London, R.K.P.).
Bernstein, Richard J. (1983) Beyond Objectivism and Relativism: Science, Hermeneutics, and Praxis (Oxford, Basil Blackwell).
Davidson, Donald (1974) On the very idea of a conceptual scheme, reprinted in his (1984) Inquiries into Truth and Interpretation (Oxford, Clarendon Press), pp.183-198.
Department of Education and Science (1985) Education for All (The Swann Report) (London, HMSO).
Edwards, Steven D. (1990) Relativism, Conceptual Schemes and Categorial Frameworks (Aldershot, Avebury).
Ensline, Penny (1985) Are Hirst and Peters liberal philosophers of education?, Journal of Philosophy of Education, 19(2), pp. 211-222.
Feyerabend, Paul K. (1970) Consolations for the specialist, in: I. Lakatos and A. Musgrave (eds.) (1970), pp. 197- 230.
Feyerabend, Paul (1978) Science in a Free Society (London, Verso).
Gardner, Peter (1988) Religious upbringing and the liberal ideal of religious autonomy, Journal of Philosophy of Education, 22(1), pp. 89-105.
Haldane, J. (1986) Religious education in a pluralist society: A philosophical examination, British Journal of Educational Studies, 34(2), pp. 161-181.
Haller, Rudolf (1988) Questions on Wittgenstein (London, Routledge).
Haydon, Graham (Ed.) (1987) Education for a Pluralist Society; Philosophical perspectives on the Swann Report (London, Institute of Education, University of London).
Hirst, Paul H. (1974) Knowledge and the Curriculum (London, R.K.P.).
Hirst, Paul H. (1981) Education, catechesis and church school, British Journal of Religious Education, 3(3), pp. 85-93, 101.
Hollis, Martin & Lukes, Steven (Eds.) (1982) Rationality and Relativism (Oxford, Basil Blackwell).
Hookway, Christopher (1988) Quine (Cambridge, Polity Press).
Horton, Robin (1982) Tradition and modernity revisited, in: M. Hollis & S. Lukes (Eds.) (1982), pp. 201-260.
Jones, Malcolm (1987) Prejudice, in: G. Haydon (Ed.) (1987b), pp. 39-56.
Kazepides, Tasos (1991) On the prerequisites of moral education: a Wittgensteinean perspective, Journal of Philosophy of Education, 25(2), pp. 259-272.
Kuhn, Thomas S. (1970a) The Structure of Scientific Revolutions (2nd ed.) (Chicago, Chicago University Press).
Kuhn, Thomas S. (1970b) Reflections on my critics, in: I. Lakatos & A. Musgrave (Eds.) (1970), pp. 231-278.
Lakatos, Imre & Musgrave, Alan (Eds.) (1970) Criticism and the Growth of Knowledge (Cambridge, Cambridge University Press).
Laura, R.S. & Leahy, M. (1989) Religious upbringing and rational autonomy, Journal of Philosophy of Education, 23(2), pp. 253-265.
Malcolm, Norman (1986) Wittgenstein: Nothing is Hidden (Oxford, Basil Blackwell).
McLaughlin, T.H. (1984) Parental rights and the religious upbringing of children, Journal of Philosophy of Education, 18(1), pp. 75-83.
McLaughlin, T.H. (1987) `Education for all` and religious education, in: G. Haydon (Ed.) (1987), pp. 67-83.
McLaughlin, T.H. (1990) Peter Gardner on religious upbringing and the liberal ideal of religious autonomy, Journal of Philosophy of Education, 24(1), pp. 107-125.
Quine, W.V.O. (1953) Two dogmas of empiricism, in his From a Logical Point of View (New York, Harper and Row), pp. 20-46.
Sayers, Sean (1985) Reality and Reason (Oxford, Basil Blackwell).
Slee, Nicola (1989) Conflict and reconciliation between competing models of religious education: Some reflections on the British scene, British Journal of Religious Education, 11(3), pp. 126-135.
Stannard, Russell (1990) Science and religion: How to start an argument, British Journal of Religious Education, 13(1), pp. 28-34.
Strawson, P.F. (1977) Individuals (London, Methuen University Paperbacks).
Thiessen, Elmer J. (1987) Two concepts or two phases of liberal education?, Journal of Philosophy of Education, 21(2), pp. 223-234.
White, John (1973) Towards a Compulsory Curriculum (London, R.K.P.).
Wittgenstein, L. (1953) Philosophical Investigations (ed. G.E.M. Anscombe & R. Rhees, trans. G.E.M. Anscombe) (Oxford, Basil Blackwell).
Wittgenstein, L. (1969) On Certainty (ed. G.E.M. Anscombe & G.H. von Wright, trans. D. Paul & G.E.M. Anscombe) (Oxford, Basil Blackwell)
Bailey, Charles (1984) Beyond the Present and the Particular: A Theory of Liberal Education (London, R.K.P.).
Bernstein, Richard J. (1983) Beyond Objectivism and Relativism: Science, Hermeneutics, and Praxis (Oxford, Basil Blackwell).
Davidson, Donald (1974) On the very idea of a conceptual scheme, reprinted in his (1984) Inquiries into Truth and Interpretation (Oxford, Clarendon Press), pp.183-198.
Department of Education and Science (1985) Education for All (The Swann Report) (London, HMSO).
Edwards, Steven D. (1990) Relativism, Conceptual Schemes and Categorial Frameworks (Aldershot, Avebury).
Ensline, Penny (1985) Are Hirst and Peters liberal philosophers of education?, Journal of Philosophy of Education, 19(2), pp. 211-222.
Feyerabend, Paul K. (1970) Consolations for the specialist, in: I. Lakatos and A. Musgrave (eds.) (1970), pp. 197- 230.
Feyerabend, Paul (1978) Science in a Free Society (London, Verso).
Gardner, Peter (1988) Religious upbringing and the liberal ideal of religious autonomy, Journal of Philosophy of Education, 22(1), pp. 89-105.
Haldane, J. (1986) Religious education in a pluralist society: A philosophical examination, British Journal of Educational Studies, 34(2), pp. 161-181.
Haller, Rudolf (1988) Questions on Wittgenstein (London, Routledge).
Haydon, Graham (Ed.) (1987) Education for a Pluralist Society; Philosophical perspectives on the Swann Report (London, Institute of Education, University of London).
Hirst, Paul H. (1974) Knowledge and the Curriculum (London, R.K.P.).
Hirst, Paul H. (1981) Education, catechesis and church school, British Journal of Religious Education, 3(3), pp. 85-93, 101.
Hollis, Martin & Lukes, Steven (Eds.) (1982) Rationality and Relativism (Oxford, Basil Blackwell).
Hookway, Christopher (1988) Quine (Cambridge, Polity Press).
Horton, Robin (1982) Tradition and modernity revisited, in: M. Hollis & S. Lukes (Eds.) (1982), pp. 201-260.
Jones, Malcolm (1987) Prejudice, in: G. Haydon (Ed.) (1987b), pp. 39-56.
Kazepides, Tasos (1991) On the prerequisites of moral education: a Wittgensteinean perspective, Journal of Philosophy of Education, 25(2), pp. 259-272.
Kuhn, Thomas S. (1970a) The Structure of Scientific Revolutions (2nd ed.) (Chicago, Chicago University Press).
Kuhn, Thomas S. (1970b) Reflections on my critics, in: I. Lakatos & A. Musgrave (Eds.) (1970), pp. 231-278.
Lakatos, Imre & Musgrave, Alan (Eds.) (1970) Criticism and the Growth of Knowledge (Cambridge, Cambridge University Press).
Laura, R.S. & Leahy, M. (1989) Religious upbringing and rational autonomy, Journal of Philosophy of Education, 23(2), pp. 253-265.
Malcolm, Norman (1986) Wittgenstein: Nothing is Hidden (Oxford, Basil Blackwell).
McLaughlin, T.H. (1984) Parental rights and the religious upbringing of children, Journal of Philosophy of Education, 18(1), pp. 75-83.
McLaughlin, T.H. (1987) `Education for all` and religious education, in: G. Haydon (Ed.) (1987), pp. 67-83.
McLaughlin, T.H. (1990) Peter Gardner on religious upbringing and the liberal ideal of religious autonomy, Journal of Philosophy of Education, 24(1), pp. 107-125.
Quine, W.V.O. (1953) Two dogmas of empiricism, in his From a Logical Point of View (New York, Harper and Row), pp. 20-46.
Sayers, Sean (1985) Reality and Reason (Oxford, Basil Blackwell).
Slee, Nicola (1989) Conflict and reconciliation between competing models of religious education: Some reflections on the British scene, British Journal of Religious Education, 11(3), pp. 126-135.
Stannard, Russell (1990) Science and religion: How to start an argument, British Journal of Religious Education, 13(1), pp. 28-34.
Strawson, P.F. (1977) Individuals (London, Methuen University Paperbacks).
Thiessen, Elmer J. (1987) Two concepts or two phases of liberal education?, Journal of Philosophy of Education, 21(2), pp. 223-234.
White, John (1973) Towards a Compulsory Curriculum (London, R.K.P.).
Wittgenstein, L. (1953) Philosophical Investigations (ed. G.E.M. Anscombe & R. Rhees, trans. G.E.M. Anscombe) (Oxford, Basil Blackwell).
Wittgenstein, L. (1969) On Certainty (ed. G.E.M. Anscombe & G.H. von Wright, trans. D. Paul & G.E.M. Anscombe) (Oxford, Basil Blackwell)
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