CAJ | 학술논문

批判教育学将学校视为民主的公共领域，通过培养学生的批判意识，以此来构建民主社会。教师在这里作为知识分子而存在，然而，教师与知识分子之间的差异，以及作为知识分子所面临的现实困厄，却迫使这一观点亟需重新被考量。教师需要思考为谁而抗争，而批判教育学的政治化倾向可能削弱这一思考；两种角色的“跨界”则会造成教师的角色混乱；批判与建设之间理性的失衡会把这种“教育的理想”转化为“教育虚无主义”。教师何为？仍是一项未尽的思想任务。
비판교육학장학교시위민주적공공영역，통과배양학생적비판의식，이차래구건민주사회。교사재저리작위지식분자이존재，연이，교사여지식분자지간적차이，이급작위지식분자소면림적현실곤액，각박사저일관점극수중신피고량。교사수요사고위수이항쟁，이비판교육학적정치화경향가능삭약저일사고；량충각색적“과계”칙회조성교사적각색혼란；비판여건설지간이성적실형회파저충“교육적이상”전화위“교육허무주의”。교사하위？잉시일항미진적사상임무。
Critical Pedagogy regards school as the public sphere of democracy , and argues to develop students’critical awareness so that a democratic society can be built . However , the difference between teachers and individuals , and the real predicament of being an intellectual force us to reconsider whether teachers should be viewed as intellectucls in society . As a teacher , one must think over who he is fighting for , but Critical Pedagogy’s inclination towards politicization may weaken teachers’thought about their self-identity . Acting on two roles simultaneously is likely to cause the confusion of teachers’ identity . The imbalance between critique and construction may turn this education ideal" into education nihilism" . Therefore , it needs further thinking on how to act as a teacher ?