‌Autonomy Considered from the Viewpoint of Humanities Liberal Education

Kim, Woo-Young; Lee, Byung-Seong

Korean Journal of General Education 2014;8(4):207-242.
Published online August 30, 2014.

Woo-Young Kim, Byung-Seong Lee

인문교양교육의 관점에서 고찰한 자율성의 개념

김우영, 이병승

Abstract

Studies on autonomy, intrinsic goal of education, have focused on the meaning and nature of the concept. However, this study tries to reinterpret the concept from the viewpoint of humanities liberal education, and to extend the meaning of autonomy. First of all, we suggest the humanities liberal education aims at three goals: initiate into the tradition of civilization; build up reflective attitude; integrated life. And it can get at its essential nature by aiming at the integrated life. Secondly we survey the viewpoints on autonomy: rationalism, postmodernism, and strong/weak autonomy. And we argue that it is persuasive to classify strong/weak autonomy. Finally, on the ground of our argument, we conclude that humanities liberal education and autonomy are closed related and that it is the source and principle for autonomy education. In addition, transfer from weak autonomy to strong autonomy is suggested to cope with the paradox that heteronomy is needed to boost autonomy. After all, autonomy is one of the various goals of humanities liberal education, and eventually it is one element for integrated life.

Key Words: humanities liberal education, autonomy, integrated life, reflective attitude, strong autonomy, weak autonomy