하이에크의 '경쟁'과 교육

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자유와 시장 1권호 하이에크의 경쟁과 교육 부산교육대학교 유아교육과 교수

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    (Hayek, 1968: 184) .

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    , (): , 31

    1 , , 2004a, 3-19.

    , (): , 31 2

    , , 2004b, 3-25.

    , , 20 1

    , , 2007, 1-22.

    , , : , 2009

    , , : , 2003

    , , : , 1977

    , , : , 1976

    Dearden, R. F., The Concept of Play. in: R. S. Peters(ed.). The Concept of

    Education. London: Routledge and Kegan Paul, 1967, 73-91.

    Dearden, R. F., Problems in Primary Education, London: Routledge and Kegan

    Paul, 1976

    Hayek, F. A., Competition as a Discovery Procedure, in: his 1978, New Studies

    in Philosophy, Politics, Economics and the History of Ideas, Chicago: The

    University of Chicago Press, 1968, 179-90.

    Hayek, F. A., Two Types of Mind, in: his 1978, New Studies in Philosophy,

    Politics, Economics and the History of Ideas, Chicago: The University of

    Chicago Press, 1975, 50-6.

    Hayek, F. A., The New Confusion About 'Planning', in: his 1978, New Studies

    in Philosophy, Politics, Economics and the History of Ideas, Chicago: The

    University of Chicago Press, 1976b, 232-46.

    Hayek, F. A.,The Fatal Conceit, , , : ,

    2004

    Polanyi, M., Tacit Dimension, Garden City: Doubleday, 1966

    Popper, K. R., The Open Society and its Enemies, London: Routledge and

  • - 106 -

    Kegan Paul, 1945

    Popper, K. R., The Poverty of Historicism, London: Routledge and Kegan Paul,

    1960

    Ryle, G., The Concept of M ind, New York: Barnes and Noble, 1949

    Warnock, M., Schools of Thought, London: Faber and Faber, 1977

    White, J. P., Toward a Compulsory Curriculum, London: Routledge and Kegan

    Paul, 1974

    White, J. P., The Aims of Education Restated, London: Routledge and Kegan

    Paul, 1982

    White, J. P., Education and The Good Life, London: Kogan Pages, 1991

  • - 107 -

    Hayek's Concept of Competition in the Educational

    Situations

    Jeong-Nae Kim

    This paper has tried to examine whether the concept of competition as

    discovery procedure drawn by F A Hayek can be applied to the educational

    situations where the concept of education is to be defined as 'an intended

    activities', such as he puts 'artificial'. The meaning of competition has been

    conceptually tackled and then some points have been shown as its conceptual

    apparatuses, listed in autonomy, creativity, motivation, which comprises Hayek's

    particular terminologies 'discovery procedure', 'spontaneous order' and the like.

    The paper has demonstrated that these characteristics actually play a positive

    role in the educational situations, which particularly enables one to find out

    one's own strength and weakness in the process of teaching and learning

    through competition. The arguments has also proved that the competition is

    necessarily required to improve the pupil's educational situations and achieve

    one's own established aims, which can be seen in terms of the positive-sum

    game, not the zero-sum one, as in the same token of the market place.

    Nevertheless, as this has conclusively demonstrated, the state intervention and

    constraint attempted by the social engineering project distorted the genuine

    concept of competition, one of which can be counted so-called 'High school

    Equalized Policy' still remained in Korea.

    Key Words: competition, discovery procedure, intentional activity, positive-sum

    game