초록 열기/닫기 버튼
이 글은 체계/환경-차이 이론의 관점에서 화법, 화법교육, 화법교육 성찰이론을 정의하고, 그 토대에서 화법교육을 사회 내에 자리매김하여 바람직한 발전 방향을 모색한다. 체계/환경-차이 이론은 주체와 객체가 별도로 존재하는 기존의 인식론의 약점을 보완한다. 체계는 에너지원을 환경에 의존하기에 비자족적이면서, 고유한 작동의 연속이라는 점에서 자율적이다. 체계는 환경과의 상호작용을 통해 생성되지만, 작동을 통해 환경을 배제하는 자기 확인 작동들로 구성된다. 이러한 의미로 개념화된 “자기생산체계(autopoietische Systeme)”에는 생명 작동의 이어짐, 생각 작동의 이어짐, 소통 작동의 이어짐으로서, 생물학적 체계들, 심리적 체계들, 사회적 체계들이 있다.
This article defines speech communication, education of speech communication, and the reflection theory of speech communication education in terms of system/environment-difference theory. Furthermore, it seeks a desirable development direction for speech communication education positioned in the context of society. The system/environment-difference theory offers a new perspective, which is impossible for the parallel ontology between subject and object. Systems are not self-sufficient because of their dependence on the energy source in the environment, and autonomous because of their own chains of operations. Systems are generated through their interaction with the environment, but exclude the environment by virtue of self-identification operations. Empirical examples of so-called “autopoietic systems” are biological systems such as chains of life operations, psychic systems such as chains of thought operations, and social systems such as chains of communication operations. Seen from this frame of autopoietic systems, all objects of human and social sciences are chains of communications. “Speech communication” is a specific kind of oral communication intending to enhance the effect of communication. “Education of speech communication” is communication from good intention, which aims to mediate effective techniques and abilities of communication. “The reflection theory of speech communication education” is “communication which reflects the rationality of speech communication”. Contrasting lonely existing subjects, which only depend on reason, systems, able to operate only on the context of relation to their environment, keep an eye on three kinds of reason: social, temporal, and factual. This article discusses several concrete tasks through which the reflection theory can encourage speech communication education to improve via the terms of these three kinds of reason.
키워드열기/닫기 버튼
communication medium, speech communication, autopoietic systems, system/environment-difference theory, Niklas Luhmann
