2016, Vol., No.4

The Journal of General Education 2023 KCI Impact Factor : 1.7

pISSN : 2465-7581
https://journal.kci.go.kr/davinci

This study intends to consider the process that culture(bildung)- literature discourses were formed during the 1910~20’s in Korea. It was the modern transformation of system that was the most emphasized in that period. And the rapid importation of knowledge was critical to it. In Korea, the formative process of modern culture(bildung) concept was obliged to influenced in such situation. The word cultivate was more important than the word cultured/ uncultured during the 1910~20’s in Korea. And the word cultivate was more frequently used by intellectuals in that time. Especially, the word cultivate used to employ when it was clear hierarchy between subject and object of culture(bildung). In other words, if the subject of culture(bildung) was limited to the sphere of some intellectuals, the object of it was extended to very broad sphere of kids, women, workers and farmers. Such subalterns in the nations couldn't be the subject of culture(bildung) for oneself. Because korean intellectuals had to be overwhelmed with the Western civilization in that time. Meanwhile, it was similar process that literature discourse occupied the heart of culture(bildung) discourses. Especially in condition of that the lists of literary culture were not still canonized, the word literature could not help working to unlearned people with repressive signifie.

Recently the crises of university have discussed only in the pragmatic vision. The policy of Education ministry is mottoed ‘selection and concentration’. Our counterplan as a professor is also limited to question the student’s need to live in the society after graduation. But the result is making them a kind of zombi. they lost their dreams and the sense of love. They only react automatically to follow the given command. The more they receive the education, the more their methods of thinking, reading and writing to be formal and passive. The most important thing to do is the matter of subjectivization of the self, not restricted to Self gorverning. Formalism and pragmatism are the obstacles to overcome for real liberal education. We need to return the human being itself. Man’s capacity to dream and love.

The crisis of education is a universal phenomenon. This is not only a problem in Korea, nor is it a recent phenomenon. Therefore, the diagnosis of the education crisis should be in-depth and philosophical. As a young professor at the Department of Classical Literature at Basel University, Switzerland, Friedrich Nietzsche made five lectures on the problems of German education and liberal arts under the title “About the future of our educational institution.” We can find his educational philosophy in other Nietzsche's works, for example, the “Schopenhauer as an educator” in Chapter 3 of the Untimely Meditation. Therefore the critique of modern ideal and educational institutions could be started by Nietzsche's critique of modern liberal arts education. Nietzsche's criticism of liberal arts education is a matter of philosophical culture criticism. Nietzsche's philosophical reflection on modern education reveals that the contemporary educational crisis is an in-depth issue. In other words, the source of the education crisis is beyond the superficial, temporary policy mistakes and systematic insufficiency, and it is in the modern culture itself. According to Nietzsche, at the root of the education crisis lies the capitalist economic logic of mass education, which ideologically based on democratic equality. The most important function of education is the supply of labor power in market economy. Nietzsche has also pointed out the importance of writing training as emotional education, experiential education, mother language education, self-reflection and expression in liberal arts education. Nietzsche's enthusiastic and sharp criticism of education requires our thorough and sincere reflection on the educational issue.