자주적 배움과 연대의 교육공동체 구상: 이반 일리치와 비노바 바베를 중심으로

초록

This study critically examines the structural limitations of modern school education and explores the philosophical potential of an educational community based on autonomy and solidarity. In response to the standardized curriculum and performance-oriented systems that disconnect learning from life, this research analyzes the thoughts of Ivan Illich and Vinoba Bhave, focusing on their critiques of schooling and their proposed alternatives. Illich presents the idea of convivial institutions as a means of restoring autonomy and relationality in learning, while Vinoba emphasizes learning through labor and moral responsibility within the community. The study finds that both thinkers offer not just criticism but a reconfiguration of education as a life-centered practice, where autonomous learning and solidarity function as interdependent educational principles. Rather than rejecting schools outright, their ideas suggest reorganizing educational spaces based on lived experience and ethical relations. Building on this, the study presents a theoretical vision of an educational community that extends beyond institutional boundaries and proposes a philosophical rethinking of how school education can be restructured toward a more meaningful and life-integrated model of learning.

키워드