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Korean J General Edu > Volume 15(5); 2021 > Article
Korean Journal of General Education 2021;15(5):343-357.
DOI: https://doi.org/10.46392/kjge.2021.15.5.343    Published online October 31, 2021.
Why a Consilience Liberal Arts Course is Necessary in the Posthuman Era -Centering on Intellectual Consilience and Practical Consilience
Jongcheon Shin
Assistant Professor, Sangji University
포스트휴먼 시대, 통섭 교양 과목은 왜 필요한가 -지적 통섭과 실천 통섭을 중심으로
상지대학교, 세종창의교양대학 조교수
Correspondence:  Jongcheon Shin,
Email: shin7942@sangji.ac.kr
Received: 20 September 2021   • Revised: 20 October 2021   • Accepted: 25 October 2021
This study examines the meaning of liberal arts education focused on the concept of consilience and concretizes consilience liberal arts into intellectual consilience and practical consilience, in order to consider why the sort of liberal arts that applies consilience thinking is necessary in the post-human era. Consilience refers to a harmony between disciplines that occurs in the process of convergence, a method that achieves convergence between disciplines, and a tool that connects life and disciplines. Convergence as a result and consilience as a process also make a difference in the types of talent a person possesses. Convergence-type talent refers to a resultant human who can precisely design linkages with other fields based on expertise in one field, whereas consilience-type talent refers to a generative human who finds issues around them, focuses on those issues, and derives solutions by combining studies and data in various ways. Here, consilience-type talents create questions by observing certain phenomena, combine seemingly unrelated things in their own way, and develop a new framework to answer the questions. Their thinking flow is defined as ‘consilience thinking’. Therefore, consilience liberal arts education focuses on the acquisition of consilience thinking and allows students to reduce their prejudices and fears about other departments or other disciplines, lower the barriers to entry into other departments or other disciplines, and further deepen and broaden convergence thinking in their majors. However, in order to have such an effect in the post-human era, it is necessary for consilience liberal arts to divide into two parts: ‘intellectual consilience’ and ‘practical consilience’. The purpose of intellectual consilience is to make students realize that they can acquire consilience knowledge related to our lives and solve problems around us through consilience knowledge, whereas practical consilience allows students to experience consilience thinking while creating results centered on actual activities by exploring the problems around them and analyzing the data needed to solve the problems.
Key Words: Consilience liberal arts course, Consilience thinking, Consilience-type talent, Intellectual consilience, Practical consilience
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