직업교육과 자유교육의 통합 : 철학적 검토

Liberal education which addresses the pursuit of rationality or knowledge for its own sake through initiating students into several forms of knowledge has taken up a typical form of school education. Liberal education tends to rule out vocational preparation under the title of an 'extrinsic aim' or a 'bad enemy', so that it cannot satisfy practical demands in which we live and engage. However, vocational education should be considered in school education, since it seems to be crucial elements for the flourishing life. It is natur al that attempt s to bridge the gap between liber al education and vocational preparation have been made by a number of philosophers, not ably Dewey, Pring and Scheffler.

Their views have in common that education should be met vocational challenges , although their ways of reconciling are more or less different. Dewey's 'liberal-vocational education' (or 'vocational- liberal education') model rejects the vocational/ liberal education divide by defining vocationaleducation broadly. Pring's 'vocationalising liberal education' model fills the gap by t aking a broad conception of liberal education. Sheffler's 'liberalising vocational education' model bridges the gap by expanding the conception of liberal education which accepts demands of vocational preparation. These attempts challenges that school education should consider social and practical demands at any level.