니체의 교사상으로서 삶의 예술가

• Published in: Gyoyug cheolhag Vol. 39; no. 4; pp. 123 - 146
• Main Authors: 조윤주, Cho Yun-joo
• Format: Journal Article
• Language: Korean
• Published: 한국교육철학학회 31.12.2017
• Subjects: affirmation of life; Nietzsche`s philosophy of education; teacher`s self-education; 교사의 자기교육; 교육철학; 교육학; 니체; 삶의 긍정
• ISSN: 1598-1568; 2713-9107
• DOI: 10.15754/jkpe.2017.39.4.006

본 연구의 목적은 니체의 교육적 인간론에 비추어 교사상을 탐색하는 것이다. 이를 위하여 니체의 교육적 인간론을 ‘근대계몽’에 대한 비판적 수용과 ‘유럽 허무주의’의 극복에 대한 입장을 중심으로 살펴보고 나아가 삶을 긍정하는 인간으로서 교사상을 제안하고 있다. 니체의 교육적 관심은 교사(Erzieher)를 중심으로 전개된다는 데에 그 특징이 있다. 니체는 교사라면 “이렇게 말했다”, “이렇게 노래했다”를 반복하며 교육적 인간과 교사의 자기교육의 중요성을 강조하였다. 이와 관련하여 본 연구는 니체의 후기저서에 묘사된 ‘어린아이’와 ‘춤추는 자’ 그리고 ‘위버멘쉬(Ubermensch)’를 중심으로 삶을 긍정하는 인간으로서 교사특성을 탐색하고 있다. 니체의 교사는 ‘되어가는’ 학생을 이해하는 것뿐만 아니라, 매 순간 관계 속에서 ‘되어가는’ 자기를 긍정한다. 즉 삶의 현장에서 지속해서 인간다움을 고양해가는 주체이며, 관계적 삶으로부터 자기다움을 고양하는 인간이다. 니체의 삶을 긍정하는 인간으로서 교사는 ‘아직 도달하지 않은’ 자신의 가능성을 발휘하는 ‘삶의 예술가’라 할 수 있다. Nietzsche’s educational interests originated from his own life, “with both feet … secure on [the] ground”. They were practical concerns of a teacher regarding how to teach the ancient literature to modern students. They were driven by his unwillingness to accept the then-popular teaching principles. This paper attempts to illuminate Nietzsche’s educational person with the following research questions. First, for what reasons does Nietzsche want to reveal what enlightenment is by exposing the masks of modern enlightenment? Second, how does Nietzsche disclose the defects of European nihilism with the view of overcoming nihilism and proposing an educational position. Finally, what is the physis of a teacher that Nietzsche has asserted consistently throughout his life? In particular, this paper investigates Nietzsche’s educational person based on the physis of a teacher described as “a child”, “a dancer” and “Ubermensch” in Thus spoke Zarathustra. The early Nietzsche, in Schopenhauer as Educator, often questions himself “What would my teacher have said?” to critically explain the then-popular enlightenment teaching principles from his teacher’s perspectives whenever a situation arises that requires his own educational views. He then develops these into his own unique teaching principles. Nietzsche’s teaching principles are centered around the teacher (Erzieher) rather than teaching (Lehre) or doctrines. The later Nietzsche, in Thus spoke Zarathustra, emphasizes the importance of teacher’s self-education by repeatedly saying Zarathustra would “say thus” and “sing thus”. A teacher not only understands learners who are “becoming” but also affirms herself who is “becoming” among life relationships at every instant. A teacher is a subject that continually enhances humanity in her own place of life(Sitz im Leben). If we are to find a name for such a teacher, it could be a life-affirming human being (based on Amor fati) or “the artist of life”. It is Homo Educandum in the sense that she can demonstrate her own possibilities.