최근에 들어 한국교육학계는 교육철학의 정체성을 새롭게 조망하려는 주장과 노력들이 증가하고 있다. 본 논문은 이러한 교육철학의 정체성을 탐구하기 위한 예비 작업으로서, 영․미 교육철학의 동향에 드러나 있는 교육철학의 성격과 방법을 밝히기 위한 시도이다. 이러한 목적을 위해, 본 논문에서는 영․미 교육철학 동향을 1960년 이전(전통적 교육철학), 1960-1980년(분석적 교육철학), 1980년 이후(사회․정치적 교육철학)의 세 시기로 나누어, 각 시기에 나타난 교육철학의 성격과 방법을 탐색하였다. 1960년 이전의 영․미 교육철학(전통적 교육철학)은 대체로 위대한 교육사상가의 아이디어를 탐구하거나 철학이론이나 지식을 교육에 응용하는 것으로 이해되었으며, 역사적․사상사적 접근이나 사변 철학적 접근이 주류를 이루었다. 1960-1980년 시기의 영․미 교육철학(분석적 교육철학)은 교육개념에 대한 철학적 분석으로 이해되었으며, 분석철학적 접근이 지배적이었다. 1980년 이후의 영․미 교육철학(사회․정치적 교육철학)은 이론적․개념적 논의보다는 교육과 관련된 실제적 문제나 사회․정치적 문제를 철학적으로 분석하거나 해결하는 학문으로 이해되었으며, 다양한 철학적 접근 방식 속에 분석철학적 전통이 여전히 강하게 베어있다. 영․미 교육철학의 동향은 관념적이고 이론적인 논의에서 교육현실과 실제 문제를 철학적으로 해명하는 방향으로 바뀌었다. 한국 교육철학도 우리사회에 도처에 산적해 있는 교육의 현안의 문제에 대한 관심과 그에 대한 철학적 답변을 마땅히 제시해야 하며, 동시에 철학적 깊이를 유지할 필요가 있다.

This paper aims at ascertaining an evolution of conceptions and methods in philosophy of education in the UK and the USA. To this end, I divided the development of philosophy of education in the UK and the USA into three periods: before 1960(the period of traditional philosophy of education); between 1960 and 1980(the period of analytic philosophy of education); after 1980(the period of social-political philosophy of education). This paper will present the conceptions and methods in philosophy of education revealed in each period. Before 1960, philosophy of education as a discipline was regarded as a study of the history of great thinkers' educational ideas or as the application and extension of philosophical theory and knowledge to educational issues. The method in philosophy of education also relied on the historical or philosophical approach. Between 1960 and 1980, the analytic tradition was the dominant fashion in philosophy of education. The method in philosophy of education adopted conceptual analysis which tended to stress the elucidation of major concepts in education. After 1980, philosophy of education in the UK and the USA has changed from 'academic' philosophy of education to 'practical' philosophy of education which concerns social and political matters in education. Conceptual analysis as a method in philosophy of education has expanded its horizons, and various approaches have been attempted to solve practical issues in education. In conclusion, the nature of philosophy of education in the UK and the USA has continuously been changed since the 1900s. We should bear in mind that the plurality in the concepts and methods in philosophy throws light on a fuller understanding of the nature of philosophy, while bringing about confusion to its identity as a discipline. Philosophers of education also need to pay attention to the problems of educational policies and practices at stake. The crucial task for philosophers of education at present will be then to meet the demands of both the philosophical depth and the practical pay-off of their work for education.

This paper aims at ascertaining an evolution of conceptions and methods in philosophy of education in the UK and the USA. To this end, I divided the development of philosophy of education in the UK and the USA into three periods: before 1960(the period of traditional philosophy of education); between 1960 and 1980(the period of analytic philosophy of education); after 1980(the period of social-political philosophy of education). This paper will present the conceptions and methods in philosophy of education revealed in each period. Before 1960, philosophy of education as a discipline was regarded as a study of the history of great thinkers' educational ideas or as the application and extension of philosophical theory and knowledge to educational issues. The method in philosophy of education also relied on the historical or philosophical approach. Between 1960 and 1980, the analytic tradition was the dominant fashion in philosophy of education. The method in philosophy of education adopted conceptual analysis which tended to stress the elucidation of major concepts in education. After 1980, philosophy of education in the UK and the USA has changed from 'academic' philosophy of education to 'practical' philosophy of education which concerns social and political matters in education. Conceptual analysis as a method in philosophy of education has expanded its horizons, and various approaches have been attempted to solve practical issues in education. In conclusion, the nature of philosophy of education in the UK and the USA has continuously been changed since the 1900s. We should bear in mind that the plurality in the concepts and methods in philosophy throws light on a fuller understanding of the nature of philosophy, while bringing about confusion to its identity as a discipline. Philosophers of education also need to pay attention to the problems of educational policies and practices at stake. The crucial task for philosophers of education at present will be then to meet the demands of both the philosophical depth and the practical pay-off of their work for education.

evolution of philosophy of education, traditional philosophy of education, analytic philosophy of education, social-political philosophy of education, conceptions and methods in philosophy of education.