독일 교육철학의 관점에서 분석적 교육철학의 회고(回顧):비교 학문사적 접근

초록

The analytical philosophy of education was developed in the Anglo-American region with different philosophical emphases from the 1950s to 1970s, but it can be said that the influence of the analytical paradigm in the field of educational philosophy is still present. The analytical philosophy of education was successful in the Anglo-American region and other regions strongly influenced by its discipline. However, if we look at this philosophy trend at the global level and consider the horizon of academic history, its success can be seen as spatially local and historically transitory. This understanding is confirmed through the objectification and relativization of the comparative academic history approach. Therefore, it is meaningful to leave the Anglo-American region and Korea and look into the unique characteristics of the development process of the analytic philosophy of education from the perspective of German educational philosophy. To this end, the paper first outlines the development process of analytic educational philosophy. This is described as a process of emergence-differentiation-decline. Then, I will look at academically successful factors and discuss the legacy in the field of educational philosophy plus future tasks. In addition, I present a side-by side comparison with German educational philosophy. The gap between the analytical-empirical and analytical-phenomenological-critical approaches continued to narrow afterwards, but disconnection and heterogeneity certainly existed during the period when analytical philosophy was on a path to success. It is interesting to derive common or similar subject areas of education from the different branches of these disciplines. This is also a dialectical relationship between specificity and universality that can only be confirmed by comparative studies.

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