CAJ | 학술논문

在定义人的困境中西方的历史引发了现象学运动并开启了教育的本源之思。教育的真谛不是＂为学者日益＂（知识积累）,而是＂为道者日损＂（原初开悟体验）。本真的教育始终是＂引出＂,＂站出自己＂,保持超越姿态的理想性追求,现实与理想的张力维持着以自身为目的的自由实践。因此之故,教育是呈现未来时态的。近现代的制度化教育已退化（或曰堕落）成一种职业训练,远离了教育的本源———＂教化＂,其深远意义长久以来蔽而不彰。
재정의인적곤경중서방적역사인발료현상학운동병개계료교육적본원지사。교육적진체불시＂위학자일익＂（지식적루）,이시＂위도자일손＂（원초개오체험）。본진적교육시종시＂인출＂,＂참출자기＂,보지초월자태적이상성추구,현실여이상적장력유지착이자신위목적적자유실천。인차지고,교육시정현미래시태적。근현대적제도화교육이퇴화（혹왈타락）성일충직업훈련,원리료교육적본원———＂교화＂,기심원의의장구이래폐이불창。
In the predicament of defining men in the western history we can see ＂ the Phenomenological Movement＂ leading to the original thinking about education. The educational truth is not the accumulation of knowledge but the original experience of epiphany and Sophia. The true education is always ＂leading out of＂ and ＂standing out＂, transcending and pursuing ideals. The tension between reality and ideals maintains free praxis with oneself as purpose. Thus, education is a future tense. The modern, institutional education has degenerated into a kind of training （only present tense）, far away from the educational origin the profound significance of ＂Bildung＂ have long been kept in the dark.