Conceptualization of Self-Education

조화태

From the conceptual scheme of traditional educational theory, in which teacher’s activity of teaching constitutes the essential element of education, the term ‘self-education’ seems to be absurd and illogical, since it poses an individual learner as an educator for oneself in place of teacher. Due to its sole emphasis on school-based education, traditional educational theory has assumed teacher as the subject of education, and student as the object. What is missing in these conceptions is the idea of an individual as the subject of self-initiated education for his/her own self-formation and self-creation. This article conceptualizes the self-initiated education as self-education, which is induced from an individual’s will to growth and self-dignity and his/her efforts for self-formation,Bildung. This article argues that self-education, which has been lost in school-based education theory, is the intrinsic and prime dimension of education which should be given light on to replenish the ideal of education, self-actualization. This article also conceptualizes ‘egagogy’* as the study of self-education, and explores its theoretical perspectives and implications for life-long education. This article suggests that life-long education theory should try a theory of self-education to redeem the self-initiative manifested in individual’s life-long endeavor for his/her own self-formation and self-actualization. * a coinage which combines ‘ego’ and ‘agogy’

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REFERENCES (57)
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* 2022년 이후 발행 논문의 참고문헌은 현재 구축 중입니다.

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