CAJ | 학술논문

孔子最早阐释了终身教育的思想和理念，之后柏拉图和亚里士多德也有相关零散的论述，20世纪60年代法国教育家保尔·郎格朗正式提出终身教育的概念，让人们开始从整个人生的角度来探讨教育。文章从时间的持续性、空间的开放性与内容的广泛性三个维度对孔子的终身教育思想加以整理论述，并结合借鉴法国教育家郎格朗制度化与结构化的终身教育思想，总结出现代终身教育的内涵，以期为完善现代终身教育的制度设计提供参考。
공자최조천석료종신교육적사상화이념，지후백랍도화아리사다덕야유상관령산적논술，20세기60년대법국교육가보이·랑격랑정식제출종신교육적개념，양인문개시종정개인생적각도래탐토교육。문장종시간적지속성、공간적개방성여내용적엄범성삼개유도대공자적종신교육사상가이정이론술，병결합차감법국교육가랑격랑제도화여결구화적종신교육사상，총결출현대종신교육적내함，이기위완선현대종신교육적제도설계제공삼고。
The idea of lifelong education was first interpreted by Confucius ,then Plato and Aristot-le also gave some fragmented exposition about it .It is French educator Paul Lang Grande w ho for-mally proposed the concept of lifelong education in the 1960s w hich made people begin to explore education from the perspective of entire life .This paper sorts out and discusses Confucius’ s thoughts about lifelong Education from three dimensions of time continuity ,spatial openness and extensiveness of content .Combined with the lifelong education theory of French educator Lang Grande ,the paper also sums up the connotation of modern lifelong education in order to provide reference for improving the system design of modern lifelong education .