마르틴 하이데거의 존재론적 진리개념과 교육

Martin Heidegger who is opposed to school philosophy is now widely recognized as one of the most influential philosophers of existential phenomenology of the twentieth century. In this paper, I seek to clarify Heidegger's important philosophical suggestions for the future of higher education. In order to inquire his suggestions, I shall first explain Heidegger's philosophy as science of truth, secondly, analyze and reinterpret (a) the traditional concept of truth and its ontological foundations; (b) the primordial phenomenon of truth and the derivative character of the traditional concept of truth, and thirdly, look for implications of these concepts of truth for his educational theory and philosophy. To sum up: 1. The Question of Truth and Philosophy. 1) The preparatory analysis of Heidegger's Philosophy, 2) Philosophy as science of truth(epistēme ties tes alētheias). 2. The Modes of Concept of Truth. 1) The preparatory analysis of the concept of truth. 2) The traditional, derivative truth as ontical truth grounded on Aristotle's epistemological tradition. 3) Heidegger's primordial truth as ontological truth grounded on Parmenides's ancient philosophical tradition. 3. Heidegger's Conception of Truth and Education. 1) The preparatory fundamental analysis of paidaia(Bildung). 2) The traditional ontic truth and ontotheological education(reframing) 3) His ontological truth and ontological education(teaching as a form of learning). 4. Conclusions: Heidegger's ontological education and Its Implications for Korean Higher Education. Education has to be teaching as a form of learning