레오나르드 넬손의 『소크라테스적 방법』에서 ‘반독단주의’의 철학적 의미

초록

This study explores the philosophical meaning of ‘anti-dogmatism’ as emphasized in Leonard Nelson’s ‘Socratic Method’. Nelson, inheriting the critical traditions of Kant and Fries, asserts that the Socratic Method serves as both a foundational goal of philosophy-namely the pursuit of truth-and a methodological justification for achieving it. Particularly, Nelson regards this method as instrumental in fostering philosophical education and critical thinking, effectively resolving dogmatic conflicts. To examine Nelson’s perspective, this paper interprets selected texts from his 1922 Göttingen lecture, The Socratic Method, focusing on two key elements of the Socratic Method. First, ‘the Regressive Method of Abstraction’ retraces the foundations of individual judgments to uncover fundamental principles, thereby contributing to the dismantling of dogmatic knowledge structures. Second, ‘Maieutics’ represents an educational approach that encourages students to cultivate autonomous thinking and judgment, enabling anti-dogmatic practices in philosophical education. Through these elements, Nelson’s Socratic Method transcends the mere transmission of fixed dogmatic knowledge, advocating instead for a dialogical process in which students actively think and resolve philosophical problems themselves. This paper critically examines the implications of Nelson’s anti-dogmatism for contemporary philosophy and education, shedding fresh light on its practical significance and its potential as a sustainable alternative in the tradition of critical philosophy.

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