4차 산업혁명과 인간의 수행을 훨씬 뛰어넘는 인공지능의 활약이 다양한 분야로 확대됨에 따라 교육에서도 인간이 기계와 무엇이 다른가? 라는 존재론적 질문에 봉착하게 되었다. 그리고 인간이 기계와 달리 영적인 존재라는 점을 간과하고 미래교육을 섣불리 논하기 어렵게 되었다. 왜냐하면 영성은 디지털 형태로 코딩할 수 없는 인간의 독특한 본질이기 때문이다. 영성을 함양하는 교육이 더욱 중요해짐에도 영성교육이 특정 종교에 국한된 것으로 인식되어 교육과정에 쉽게 도입되기 힘든 상황이다. 본 연구에서는 학교에 영성교육을 도입하기 위한 전략이나 통로로서 직관을 염두해 두고, 직관의 개념과 특성을 이해하고, 인간지능과 기계지능의 차이를 통해 직관의 발현과 영성교육의 관계와 시대적 필요성을 논의하였다. 이러한 목적을 위해 설정한 연구의 문제는 다음과 같다. 첫째, 영성교육과 직관의 시대적 필요성을 지능의 의미 측면에서 고찰한다. 둘째, 직관의 개념과 직관적 사고의 특성을 통해 직관이 영성교육 도입의 통로가 될 수 있음을 밝힌다. 셋째, 직관이 교과교육에서 영성교육을 실현할 수 있는 방안임을 밝힌다. 연구결과는 다음과 같다. 인간은 인공지능이 흉내 낼 수 없는 직관 즉, 보이지 않는 것을 보는 능력이 있다. 이것은 기계에게 위임할 수 없는 인간의 특권이자 인간을 인간답게 하는 특성이다. 그리고 직관은 인간의 영성을 계발하고 초월적 하나님과 가까워지는데 중요한 교량 역할을 한다. 우리의 교육환경을 고려한 영성교육의 현실적 대안은 비종교적 영성교육이며 이를 실행할 주체는 일반교과가 되어야 한다. 일반교과에서 직관은 해당 학문 분야에 감춰진 비밀을 밝히는 창의적인 눈이며, 해당 분야에서 하나님의 지성에 도달하는 것이다. 그리고 그 영역에서 인간이 실천할 수 있는 최고의 선을 찾아 행하는 것이 직관을 통한 영성의 계발이라고 볼 수 있다. 그러므로 직관은 일반교과에서 영성을 도모하는 통로가 되며 이것은 자신과 이웃을 이롭게 할 수 있는 교과의 목표이자 방법으로 이해되어야 할 것이다.
As the artificial intelligence has worked well in many broad areas of the 4th industrial revolution, there has been one ontological question, “what would be different between human beings and machines in education areas?” It would harden to tell future education without considering that human beings are spiritual existence, unlike machines, because spirituality is an intrinsic human nature of which could not be coded. Although making students have spirituality would be more important, it has been difficult to introduce spiritual education in a regular school curriculum, because it has been considered that the spiritual education has been only related to specific religions. In this article, as a strategy or a method to introduce the spiritual education in school, having had intuition in her mind, this author has defined the intuition, studied characteristics of intuition and discussed how intuition could work and its relationship with spiritual education and how it would be necessary for the present times. For this purpose, this author has examined as follows: First, this author has studied its necessity for spiritual education and intuition as a significant aspect of intelligence. Second, this author has examined how students could obtain spirituality with the concept of intuition and the characteristics of intuitive thinking. Third, the intuition is not only purpose, but also method to implement spiritual education through subject-matter education. In the meanwhile, this author has had the following outcomes. Human beings have intuition, the ability to see invisible things. However, machines are unable to even imitate the intuition. Intuition is an intrinsic human privilege, of which people cannot mandate to machines. In addition, intuition would develop human spirituality and build an important bridge to make people closer to God. While considering our educational environment, the real alternative for spiritual education is non-religious spiritual education and its acting actor could be general curriculum. In general curriculum, intuition would be creative eyes to see the hidden secrets in every academic area and help reach the God’s intelligence in the academic area. In addition, finding the highest good and practice it would bring out the spirituality through intuition. Therefore, intuition would be a way to develop spirituality in general curriculum and it shall be understood as a purpose and method of curriculum to do good to ourselves as well as our neighbors.
As the artificial intelligence has worked well in many broad areas of the 4th industrial revolution, there has been one ontological question, “what would be different between human beings and machines in education areas?” It would harden to tell future education without considering that human beings are spiritual existence, unlike machines, because spirituality is an intrinsic human nature of which could not be coded. Although making students have spirituality would be more important, it has been difficult to introduce spiritual education in a regular school curriculum, because it has been considered that the spiritual education has been only related to specific religions. In this article, as a strategy or a method to introduce the spiritual education in school, having had intuition in her mind, this author has defined the intuition, studied characteristics of intuition and discussed how intuition could work and its relationship with spiritual education and how it would be necessary for the present times. For this purpose, this author has examined as follows: First, this author has studied its necessity for spiritual education and intuition as a significant aspect of intelligence. Second, this author has examined how students could obtain spirituality with the concept of intuition and the characteristics of intuitive thinking. Third, the intuition is not only purpose, but also method to implement spiritual education through subject-matter education. In the meanwhile, this author has had the following outcomes. Human beings have intuition, the ability to see invisible things. However, machines are unable to even imitate the intuition. Intuition is an intrinsic human privilege, of which people cannot mandate to machines. In addition, intuition would develop human spirituality and build an important bridge to make people closer to God. While considering our educational environment, the real alternative for spiritual education is non-religious spiritual education and its acting actor could be general curriculum. In general curriculum, intuition would be creative eyes to see the hidden secrets in every academic area and help reach the God’s intelligence in the academic area. In addition, finding the highest good and practice it would bring out the spirituality through intuition. Therefore, intuition would be a way to develop spirituality in general curriculum and it shall be understood as a purpose and method of curriculum to do good to ourselves as well as our neighbors.
