이 연구는 한국교육의 획일적·주입식 교육방법을 극복하기 위한 대안적인 교육방법으로서 새로운 대화법을 개발하고자 한다. 이 연구는 소크라테스, 프레이리의 대화법과 원효의 화쟁방법의 비교분석을 통해 새로운 대화법을 개발하고자 한다. 그 결과는 다음과 같다. 첫째, 소크라테스, 프레이리, 원효는 능동적 인간관을 제시하고 있으며, 교육가능성을 또한 제시하고 있다. 둘째, 소크라테스의 대화법은 반문법으로서 논박에 그 특징이 있으며, 프레이리의 대화법은 변증법적 대화법으로서 변증법적 인식과정을 제시하고 있다. 아울러 원효는 화쟁방법을 통해 모든 주장을 화해하고 소통하고자 하였다. 셋째, 새로운 대화법은 세 가지 대화법을 재구성함으로써 다음과 같이 제시된다. 우선 새로운 대화법은 세 단계 즉, 학습의 출발점으로서 반문법과 학습의 전개과정으로서 변증법적 대화법, 학습의 최종 목적지로서의 화쟁방법으로 구성되어 있다. 또한 이 대화법은 ESSD 대화법이다. 이는 교육적으로 건전하며 지속가능한 교육적 발전을 추구하는 것이 이 대화법의 목적임을 보여준다.

This study aims at developing of the new dialogical method through the comparative study of the thoughts of Socrates, Freire and Wonhyo. Furthermore, The purpose of development of new dialogical method is to overcome "the severance" which is to cut off the relationships between teacher and student at schooling in Korea. This study has considered dialogical method of Socrates, Freire and Wonhyo in education and has compared with their perspective of human, education and dialogical method. Followings are the contents of the study to accomplish the above purpose ; First, They explained human, who had consciousness, was intellectual existence and developed their dialogical method through continuous searching of the relationship between humans. Second, The new dialogical method is composed of three steps which are Socrates's dialogical method, that is, Socratic irony, Freire's dialectic dialogical method and Wonhyo's hwajaeng. Third, First step of the new dialogical method is Socrates's dialogical method. Socrates adopted eironeia and elenchus to apply in a situation where learners were to learn. Eironeia and elenchus stimulates learners' curiosity about knowledge by making them realize how they are ignored. Fourth, Second step of the new dialogical method is Freire's dialectic dialogue. Freire's dialogical education is the process in which teacher and learner teaches and learns each other. It begins from the subject of knowledge asking the question of 'why', going toward the object of knowledge. Dialectic dialogue enhances educational subjects' theoretical understanding and critical thought. This process heads for development of intelligence and action of freedom. Fifth, Third step of the new dialogical method is Wonhyo's hwajaeng. His notion is that one-mind transcends the subject and the object and all kinds of oppositions. We can apply the idea of reconciliation through finding a common ground like one-mind to the dispute resolution.

This study aims at developing of the new dialogical method through the comparative study of the thoughts of Socrates, Freire and Wonhyo. Furthermore, The purpose of development of new dialogical method is to overcome "the severance" which is to cut off the relationships between teacher and student at schooling in Korea. This study has considered dialogical method of Socrates, Freire and Wonhyo in education and has compared with their perspective of human, education and dialogical method. Followings are the contents of the study to accomplish the above purpose ; First, They explained human, who had consciousness, was intellectual existence and developed their dialogical method through continuous searching of the relationship between humans. Second, The new dialogical method is composed of three steps which are Socrates's dialogical method, that is, Socratic irony, Freire's dialectic dialogical method and Wonhyo's hwajaeng. Third, First step of the new dialogical method is Socrates's dialogical method. Socrates adopted eironeia and elenchus to apply in a situation where learners were to learn. Eironeia and elenchus stimulates learners' curiosity about knowledge by making them realize how they are ignored. Fourth, Second step of the new dialogical method is Freire's dialectic dialogue. Freire's dialogical education is the process in which teacher and learner teaches and learns each other. It begins from the subject of knowledge asking the question of 'why', going toward the object of knowledge. Dialectic dialogue enhances educational subjects' theoretical understanding and critical thought. This process heads for development of intelligence and action of freedom. Fifth, Third step of the new dialogical method is Wonhyo's hwajaeng. His notion is that one-mind transcends the subject and the object and all kinds of oppositions. We can apply the idea of reconciliation through finding a common ground like one-mind to the dispute resolution.

dialogical method, hwajaeng, Socrates's dialogical education. Freire's dialogical education