CAJ | 학술논문

作为理论主体的研究者与作为实践主体的教师在交往关系上长期隔阂,不仅造成两类主体的彼此分离,也导致理论与实践的分离。哲学解释学为理解这一问题提供了新的视角。理论主体与实践主体有效对话的达成,需要理论者和实践者的双重自觉,只有二者通过对话达成身份的相互转换,形成一种教育共同体,才能实现自身生活方式的重构和教育理论与教育实践的不断完善。
작위이론주체적연구자여작위실천주체적교사재교왕관계상장기격애,불부조성량류주체적피차분리,야도치이론여실천적분리。철학해석학위리해저일문제제공료신적시각。이론주체여실천주체유효대화적체성,수요이론자화실천자적쌍중자각,지유이자통과대화체성신빈적상호전환,형성일충교육공동체,재능실현자신생활방식적중구화교육이론여교육실천적불단완선。
Researchers as educational theory agents and teachers as practice agents have been separated for a long time,which results in the separation of the two agents from each other,and the separation of theory and practice.Hermeneutic provides a new perspective for understanding this issue.To achieve an effective dialogue needs dual consciousness of both theory agents and practice agents.Only when the two parties realize mutual identity conversions through dialogue and come into being an educational community,can they achieve the reconstruction of their own lifestyle as well as the continuous improvement of educational theory and practice.