고금을 막론하고 교과교육에 대한 비판은 있어 왔다. 그 비판의 가장 큰 이유는 교과교육이 지식 위주, 암기 위주, 교사 중심의 교육이라는 것이다. 이에 대한 비판으로부터 출발한 것이 어린이 철학교육이다. 교과교육은 여전히 교육을 대표한다. 그리고 그것은 특성상 교육이 이루어지는 시대상을 반영하며, 그 때문에 변화한다. 그러므로 어린이 철학교육이 발발한 시점의 교과교육과 현재의 교과교육은 다르다. 논자는 먼저 제 7차 교육과정에서의 목표가 어린이 철학교육의 목표와 유사하다는 점에서 이 둘의 관계성을 살펴보았다. 본고에서는 특히 방법론의 측면에서 교과교육과 어린이 철학교육의 상호 관련성에 집중했다. 어린이 철학교육 방법 가운데 철학적 탐구공동체를 소개하였고, 이러한 방법들을 교과교육에 적용할 수 있는지 여부도 살펴보았다. 나아가서 그 적용 사례를 제시하였다. 그러나 교육함에 있어 내용의 측면도 간과할 수 없다. 논자는 어린이 철학교육에서 다루게 되거나, 토론하기 위한 객관적 자료들, 믿을만한 기준의 출처로서 교과교육의 결과물이 매우 유익하다고 판단하였다. 물론 어린이 철학교육을 하는데 있어 교과의 내용만이 객관적 자료들이 되는 것은 아니다. 그러나 어린이들이 가장 쉽게 접할 수 있는 것들 가운데 하나임은 분명하다. 교육 방법에 있어서도 마찬가지이다. 사고력 교육을 지향하고, 나아가서는 인격의 완성을 지향하는 것이 교육이라고 한다면 이를 충족시키기 위해서는 많은 교육방법들이 개발되어야 할 것이다. 어린이 철학교육에서 제시하고 있는 방법은 그 가운데 하나가 될 수 있다. 단, 어린이 철학교육은 형성되어질 때부터 인격의 완성이나 올바른 가치관 형성, 교과교육에 있어 부족한 부분을 충족시킬 것을 목표로 하고 있으며, 그에 대해 지속적인 연구가 이루어 져 왔다는 사실을 간과할 수 없다.

In both the past and present periods, there has been a criticism on subject matter education. The most critical reason for the criticism is that subject matter education is knowledge centered, memory centered and teacher centered education. Children philosophy education was stared from its criticism. Subject matter education is the representative educational approach. It reflect the period that the education happens because of its characteristics and also changes because of them. Therefore, subject matter education of the time when children philosophy education was started is different from that of the present. First, this study examined the relationship between the two because goals of the seventh curriculum is similar to those of children philosophy education. Specifically, this study focuses on correlation between subject matter education and children philosophy education in terms of methodology. This study introduced philosophical exploration community among children philosophy education methods, and examined if these methods can be appled to subject mater education. Furthermore, the application cases were presented. For education, contents are also important. This study concludes that outputs of subject mater education are very useful as objective materials that can be used or discussed for children philosophy education. Although only curriculum contents are not objective materials for children philosophy education, it is clear that children can access them very easily. It is the same in terms of methods. To satisfy goals of creative thinking oriented and personality oriented education, education methodology must be developed. Children philosophy education will be one of methods for that. Children philosophy education has long emphasized and studied goals mentioned above since it was started.

In both the past and present periods, there has been a criticism on subject matter education. The most critical reason for the criticism is that subject matter education is knowledge centered, memory centered and teacher centered education. Children philosophy education was stared from its criticism. Subject matter education is the representative educational approach. It reflect the period that the education happens because of its characteristics and also changes because of them. Therefore, subject matter education of the time when children philosophy education was started is different from that of the present. First, this study examined the relationship between the two because goals of the seventh curriculum is similar to those of children philosophy education. Specifically, this study focuses on correlation between subject matter education and children philosophy education in terms of methodology. This study introduced philosophical exploration community among children philosophy education methods, and examined if these methods can be appled to subject mater education. Furthermore, the application cases were presented. For education, contents are also important. This study concludes that outputs of subject mater education are very useful as objective materials that can be used or discussed for children philosophy education. Although only curriculum contents are not objective materials for children philosophy education, it is clear that children can access them very easily. It is the same in terms of methods. To satisfy goals of creative thinking oriented and personality oriented education, education methodology must be developed. Children philosophy education will be one of methods for that. Children philosophy education has long emphasized and studied goals mentioned above since it was started.

children philosophy education, subject matter education, philosophy education methodology, community of philosophical inquiry