르네상스 이후 19세기말까지 서구 사상사를 압도적으로 지배했던 사고의 틀을 ``모더니즘``(modernism) 이라고 칭할 수 있다면, 20세기 즉 ``현대``(contemporary age)에 들어서면서 여러 가지 차원에서 최근까지 논의되어 온 문제는 바로 근대의 중심적 주제였던 ``모더니즘``과의 대결일 것이다. 20세기, 즉 현대에 들어서면서 서구 유럽을 중심으로 해서 실로 다양한 방향에서 전개되어온 논의들은 거의 예외 없이 교육내지는 교육학과 밀접한 관련성 하에 있을 수밖에 없다. 본 논문에서는 현대 서양 사상계의 지적 기류를 형성하는데 있어서 가장 핵심적이며 결정적인 역할을 하고 있다고 판단되는 사상가인 니체(F. Nietzsche)의 핵심적인 개념 및 ``주체성``(Subjectivity) 개념을 둘러싼 논쟁들을 중심으로 하여 우리가 현재 몸담고 있는 사회의 제반 현상, 혹은 문제들의 형성 배경 및 원인, 더 나아가 앞으로의 변화 동향에 대해 탐색하고, 그것이 교육의 이론과 실천 양 면에서 가지고 있는 의미와 시사점들을 도출해내는 일을 주요 주제로 삼고 있다.

The overwhelmingly dominant framework of thinking in Western Europe from the Renaissance to the late 19th century can be called als ``Modernism``. Now in the ``contemporary age`` since 20th century one of the main themes of discussions in the field of philosophy is the confrontation with the concept of ``Modernism``, which is almost without exception very closely related with the main disciplines of the education and pedagogy in the ``modern`` age. In this paper I focus mainly on core ideas and concepts of the thinker F. Nietzsche, who played the most vital and crucial role regarding the transition of Western Thought from the ``modern`` to ``contemporary`` era. Since 20th century especially the meaning of ``human being`` and ``subjectivity`` has been changed radically by F. Nietzsche, it causes actually the birth and development of ``Post``-modernism. This paper aims to see and describe the causes of various problematic phenomena in the contemporary society, particularly in view of F. Nietzsche and his descendents, ``post-modernists``. The results of this paper revealed the following points. First, the ``contemporary`` age is in the midst of the fierce battle with ``Modernity``, especially with modern ``logos-centrism``, ``rationalism``, ``totalitarianism``. The collapse of the mainstream of ``Modernity`` has been declared by Nietzsche``s theme: ``God is dead``. Since the metaphysical world has been destroyed thoroughly by him, the era of anti-rationalism, romanticism, nihilism, pluralism, multiculturalism has begun. Second, the ``human`` existence is no longer within the grasp of modernity, so that the category ``identity`` does not mean anything, and human existence is no longer ``good``, nor ``rational``. Nature, environment is no longer passive one, nor given to human being with capacity to rational judgement and free will. ``Subjectivity`` of human being lost through the process of destruction by Nietzsche and the post-modernists the power over the ``Objectivity``. In order to cope with these dramatical changes of the main concepts of ``Modernity``, we must try to construct the new ideal of human being, that is, ``proto-humanism``. For this new concept of humanism we need new system, contents and methods of education, which try to enlarge the capacity to ``tolerance`` and the excellence of ``communication-ability`` of students.