CAJ | 학술논문

每一种教育哲学及教育实践都有相应的人论为其支撑。古典教育哲学从“人所应是”即人的抽象性出发来设计教育方案；近代教育哲学则从“人之所是”即人的普遍性出发来思考教育问题并由此来设计教育方案；现代教育哲学要求从“所是之人”即人的具体性出发来确定教育行动纲领及教育方案。基于“所是之人”的教育实践原则，与奠基于“人之所是”并源于近代的教育体系与结构之间形成了内在张力，从而引发现代教育的实践困境。现代教育哲学则是解决这个实践困境的理论尝试。
매일충교육철학급교육실천도유상응적인론위기지탱。고전교육철학종“인소응시”즉인적추상성출발래설계교육방안；근대교육철학칙종“인지소시”즉인적보편성출발래사고교육문제병유차래설계교육방안；현대교육철학요구종“소시지인”즉인적구체성출발래학정교육행동강령급교육방안。기우“소시지인”적교육실천원칙，여전기우“인지소시”병원우근대적교육체계여결구지간형성료내재장력，종이인발현대교육적실천곤경。현대교육철학칙시해결저개실천곤경적이론상시。
All educational philosophies and practices are founded on a corresponding view of man. In classical philosophy of education, education programs are designed on the basis of man’s abstract meaning from“man as he ought by nature to be” while modern educational philosophy makes projects and considers problems by man’s universality starting from“men as they are”. Contemporary philosophy of education determines educational action programs and projects on man’s concreteness in view of“man as he is”. There is a tension between the education practice principle of“man as he is” and the modern education system and structure that are derived from“men as they are”, which causes the practical problems of contemporary education. Meanwhile, as the result of theoretical exploration, modern educational theories are attempts to solve these problems.