오늘날 산업디자인은 기능주의라는 거대한 물결에 휩싸여 논란과 비난을 면치 못하고 있다. 계몽으로부터 시작된 이성주의 와 합리주의에 의해 발전한 과학과 기술은 인류가 겪고 있는 문제를 해결할 수 있는 능력을 상실함으로써 다양한 분야에서 문제를 야기하고 있는 상황이다. 특히 세계 도처에서 자행되고 있는 환경파괴는 생산과 소비를 위축시켰으며 인공기능(AI) 와 같은 기술적 진보에 의해 차이가 인정되는 다양성의 개념이 파괴되고 있는 것이 현실이다. 또한 아도르노가 주장하였던 총체적으로 관리되는 사회를 지탱하는 문화산업은 수익을 독점하기 위한 수단으로서 매력적인 상품을 요구하고 있다. 21세기 디자인은 소비자를 기만하는 마케팅과 심미적 내용보다 외형적 가상 즉 이미지에 몰두함으로써 대중들의 삶의 질 적 문제를 야기하고 있다. 따라서 21세기 디자인과 사회가 공존하기 위해서는 디자인의 실체에 대한 탐구가 요구되고 있 다. 이에 본 연구에서는 아도르노와 호크하이머의 “계몽의 변증법(Dialektik der Aufklärung. 1944)”에서 언급 되었던 “관 리되는 사회”에 대한 고찰을 통해 산업과 예술, 예술과 디자인 그리고 소비자와 생산자의 관계를 규명하였다. 이를 통해 21세기 산업디자인이 지나온 시간을 반성하고 앞으로 지향해야할 철학적 관점을 발견하고자 하였다.

본 연구의 목적은 행복에 대한 웨슬리의 관점은 무엇이며 웨슬리의 시대 인 계몽주의 시대 속에서 그의 관점이 어떠한 의미가 있는지를 살펴보는데 있다. 당시 계몽주의 시대에 사람들은 즉각적인 만족감을 동반하는 감각적 쾌락들을 행복과 연결시키는 경향이 만연했다. 이러한 시대 환경 속에서 웨 슬리는 자신이 말하고자 하는 행복은 “아마도 같은 시간에 시작해서 끝나 는 가볍고 사소한 쾌락이 아니라 영혼을 만족시키는 웰빙(well-being)의 상 태로서 꾸준하고 지속적인 만족감을 주는” 것을 의미한다고 말하며 행복과 성결을 연결시켰다. 즉 웨슬리는 인간 삶의 진정한 목적으로서의 행복이 성 결과 함께 한다고 주장했다. 웨슬리는 이러한 결합을 통해 인간 존재와 인 간 삶의 목적인 탐구의 정당성을 주장하고 기독자의 변화된 삶의 당위성을 설명했다.

Lee Chang Hoi (Lee) was born in 1872 at Namyang. He became a christian in the early period when the gospel was spreading in the region. After conversion he worked hard for the modern education movement in the influence of George Herber Jones. Hong Seung Ha founded the Hoheung elementary school with Jones’ donation in 1901. The school was managed by Lee who established Powell school in purpose of teaching English in 1902. Lee managed nine day schools within nine churches which were founded by Hong Seung Ha. He also served as an exhorter in Namyang church, and worked as an assistant worker for a year in 1906. He later became the evangelist from 1907 to 1910. After 1906 he developed Boheung school as a central school in Namyang. He managed the school with general level edcuation department, high level education department, and measurement education department, and tried to keep Namyang redisents’ wealth from the intrusion of Japan. He held the United Sports Day gathering people from the surrounding elementary schools to inspire the patriotism. Some Japanese called Boheung school as a rioter training center for this reason, and insisted closing down the school since it was growing as a center for anti-Japanese thoughts. Lee also participated founding Sangdong elementary school, and he was directly and indirectly engaged in managing other schools. He also ran the evening school in Boheung school for children who couldn’t study in the daytime. He also worked as the principal of Sangdong evening school. He established the Namyang branch of Daehan-Jaganghoi for the progress of patriotic enlightenment movement. The group protested against the Japanese economic invasion with the National Debt Repayment Movement. He was in ministry from 1913 to 1916 at Namyang church. He supported the neighboring churches not only to stand independently but also to found schools. He also inspired other people to build churches in the churchless areas and to teach the biblical knowledge and Hangul by running the Bible Classes. He became a circuit pastor of Namyang and Osan in 1916 and transferred to Gwangju in June 1918. When he was in ministry of Gwangju, the Samil Independence Movement broke out. As he participated in this movement, he was arrested and in jail for 4 months. After he was released for the lack of evidence, he met Lee Dae Jung who raised the independence funds with him. However, Lee got arrested due to the fund raising activity and got sentenced to two years in prison. He was a pastor who fostered the patriotic enlightment movement into the Samil Independence Movement and Independence Movement.

Up to recently at the modern education in Namyang the christian education’s influence before 1905 has not particularly received attention. But according to Shin Hak Wol Bo, the Namyang Church was founded in 1900 and in 1902 nine churches were established around Namyang. From the time in which the churches were founded, the schools of the boys and the schools of the girls for the modern education were built. The schools of boys were Boheung elementary school and Powell school and the school of girls was Jeha elementary school and the nine day schools of boys and girls were built in the nine churches. Teachers of these schools were Lee Chang Heoi and An Elizabeth. They taught the Hangul and arithmetic. Particularly after the girls and women were participated in the Bible Class, they grew into the women leader of church and the modern education patron. After 1905’s Protectorate Treaty nineteen schools were founded. Among these schools, three schools such as Boheung girl school, Bosung elementary school, and Bomyung elementary school were set up by christians and church. Many christians such as Lee Chang Hoi, Choi Sung Dae, Kim Hyeun Jun were participating in the establishment of Sangdong elementary school, Yangsung school, Songlim school, and Junkok Private House. Moreover Boheung school was the center of many schools and held the union sport and inspired the patriotism and the military spirit. And Boheung school and Boheung girl school with YangSung school established the ordinary course and the higher course and led the middle education. These two schools with the public elementary school joined the National Debt Compensation Campaign. The Namyang branch of Daehan-Jaganghoi was set up by the leadership of christians such as Lee Chang Hoi. Christians such as Kim Hee Kyung and Kim Hyeui Kyung and An Maria founded the EuiSungHoi and they participated in the National Debt Compensation Campaign. They established Women Education Society and gave the positive support for the women education. On the contrary Buddism and the Cheondogyo did not establish even a modern school. When we observe from this side Christianity led the modern education and the patriotic enlightenment movement in Namyang quantitatively as well as qualitatively. Christians such as Hong Sung Ha and Lee Chang Hoi among Namyang church exhorters and SeoYeuDa Myeon Head Choi Sung Dae, Kim Kwan Hyeon as Kim Hong Su’s son and An Elizabeth got into the positive act in the patriotic enlightenment movement with country governors such as Jang Ho Jin, Bang Han Duck, and the enlightened confucian scholars.