교육사상의 텍스트, 어떻게 읽을 것인가? : 스키너와 알튀세르 사이에서

The purpose of this study is, based on the discussion on reading by Quentin Skinner and Louis Althusser, to suggest general guidelines for reading the texts of educational ideas. Skinner argued that the focus of research on ideas should be on restoring the author’s intention while considering the social and discursive context of text production. Althusser, on the other hand, argued that the identity of theoretical system is determined by problematic, and developed a reading centered on this idea. Skinner tells the importance of reading considering the context of the text, and Althusser makes it possible for readers to deal with the unintended aspects of the author left behind in the text. Therefore, reading the problematic while considering the context is required. Through this way of reading, these texts, while they are not mainly dealt with in education, can be treated as texts of educational ideas, and the researches of philosophy of education and the history of education can be more converged. This method of text reading can contribute to expanding the horizon of research on educational ideas as it re-examines and re-contextualizes educational ideas.