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바디우 '진리-주체' 이론의 교육적 함의 원문보기

  • 저자

    윤희노

  • 학위수여기관

    경상대학교 대학원

  • 학위구분

    국내석사

  • 학과

    교육학과 교육철학및교육사전공

  • 지도교수

  • 발행년도

    2014

  • 총페이지

    ii, 48 p.

  • 키워드

    교육철학 알랭 바디우 바디우 진리 주체;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T13534278&outLink=K  

  • 초록

    The purposes of this thesis are to deal with the Badiou's theory of 'Truth and Subject'and to elicit educational implications, in opposition to the current dominant trend 'relativism'. To satisfy these purposes, the researcher analyzed the theory of Badiou, focusing on his book 『Being and Event』 and suggested some educational implications for the current education. In fact, the education did not catch Badiou's interests and so he rarely mentioned about it. Thus, I had to find the indirect ways to elicit educational implications from his thesis. According to Badiou, all human beings are the animals which exist in the situation, and these human beings can become human-subject, by choosing the'Truth'. The subject can appear in the process of production of the truth. In short, the subject is a kind of an effect that results from the process of the production of the truth. Since The truth is achieved by the process of fidelity after the situation and the void that appeared breaking the state of the situation, The truth is not contemporary but futuristic. Even though the encyclopaedia as a governor(controller) of the situation prefers to maintain the situation fixed through knowledge about the situation, if we acknowledge only the situation where we exist, we cannot meet any indiscernible the void. That is, we should say we know what we know. Hence, we should hope that the void, which will bring us the novelty(newness) and change, would break a connection with the encyclopaedia and also we should seize the event faithfully in order that it would not disappear as it appears. From his point of view, all the processes in which the event becomes the truth are understood as the name by infinitively-lasting fidelity. The subject appears right at this point. It is the role of the subject to take responsibility for the definite part of fidelity that is supposed to be indefinitely-lasting. The subject which exists in the definite situation but involves in indefiniteness cannot possibly be anything else but a projection of the subject. Therefore, the educational implications of Badiou's concepts of The truth and The subject are like as followings. First, the educational paradigm should be adapted so that we enable students to participate in the course for The truth beyond knowledge education where students are taught in the present situation. Second, according to Badiou, fidelity does not simply denote the faithfulness in an affective aspect. That is, Badiou's concept of fidelity should be understood to aim at a change of all the range of the learners'existence itself. Third, The virtue which Badious suggests is universal thing that can remain as long as the process of The truth continues endlessly. Under the education in which universal virtue is aimed at, the educated people are the human subjects and also they are the subjects who do not have objects.


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