ABSTRACT

This paper aims to examine the nature of pedagogical paradox that originates from the two competing educational purposes, socialization and individuation, inherent in the modern concept of liberal education, and to explore a way of making the paradox, not an educational impasse, but an educational chance for growth for both teachers and students in the educational context. In doing so, I first critically examine Michael Oakeshott's idea of liberal education which newly formulates the traditional ideal of liberal education in the western tradition. It will show how he was not fully aware of pedagogical paradox presupposed in his idea of liberal education and thereby unable to explain where the learner' motivation for liberal learning derives from to be a self-conscious liberal learner. Secondly I introduce my interpretation of Socrates' teaching of "acknowledgment of self-ignorance" to make Oakeshott's account of the liberal learner more coherent and persuasive. Lastly, I discuss Michael Uljens's account of pedagogical paradox. He takes the paradox seriously as essential to liberal education for the late-modern era and shows how it can be made sense by introducing three key educational concepts. They are: teachers' recognition of students' possibility as persons, their provocation for students' self-activity and self-conscious effort, and their acceptance of students' self-conscious learning as precondition for students' freedom. What is so original about Ulgens' idea of liberal education in dealing with pedagogical paradox is that he suggests to us a way of upholding both 'subjectivity' and 'inter-subjectivity' as two key independent polars in education without reducing one to the other, while accepting that students' subjectivity is constituted through the mediation of their inter-subjectivity with teachers.

KEYWORD

pedagogical paradox, liberal education, self-conscious learning, learners' spontaneity and active learning, intersubjectivity

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