AI 시대, 학생의 책임과 교육과정 언어에 관한 소고: 레비나스 철학을 바탕으로

초록

This study aims to examine the meaning of student responsibility in light of Emmanuel Levinas’s philosophy, with particular attention to the increasing emphasis on student responsibility in contemporary discourses on future education. Etymologically, responsibility is composed of response and ability, signifying the capacity to respond. With this in mind, the study seeks to understand the nature of student responsibility in relation to students’ responses to what is expected or required of them. Particular attention is given to changes in student response and responsibility in AI-based education. The main elements of the study are as follows. First, the study explores the characteristics of student responsibility emerging in recent educational changes through the OECD Education 2030 project and examples of AI-based instruction. Second, it examines two perspectives on responsibility in relation to freedom and analyzes the nature of student responsibility within the context of current educational changes. Third, the study elucidates the meaning of students encountering the language of the curriculum as the Other, focusing on patterns of student response and responsibility observed in classroom interactions, and reflects on the position and role of students in the process of learning. Finally, it discusses the responsible student as one who responds to the teacher’s speech within dialogue. Drawing on Levinas’s distinction between the “said” and the “saying,” the study interprets student responsibility toward the teacher’s face in terms of proximity, metaphysical desire, and sensibility. Overall, a Levinasian perspective can contribute to a deeper understanding of students as ethical subjects in learning.

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