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2004, Vol., No.26

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    The Ideal of Korean Education and School Education

    Duk-yul Shin | 2004, (26) | pp.19~36 | number of Cited : 8
    Abstract PDF
    The purpose of this paper is to establish a desirable relation between the ideal of Korean education and school education. Following the establishment of the Republic of Korea in 1948, the Education Law was enacted on the basis of principles of education and democracy. The Education Law set for the basic ideal and aims of education in general. It is stipulated in Article 1 that the ideal of education is ‘Hongik Ingan’ which means the greatest service for all mankind. In order to realize this ideal of education, the law adopted the aims and objectives of education. Unfortunately Korean people did not realize the ideal and aims of education satisfactorily. Several factors, for instance, the sudden outbreak of Korean war, appearance of authoritarian governments, lack of respect for law, and neglect of procedural principles prevented the realization of the ideal and aims of education. School education has been regarded as identical schooling. But schooling is not the same as school education. It usually refers to all kinds of activities of school in a given society. It is one of the most powerful sources of social mobility for individuals. School education is under the rule of the fundamental principles of education. If the current Education Principal Law accord with principles of education in general, schools must follow the official ideal and aims of education which the current Education Principal Law proposed. The official ideal and aims of education are principles governing the educational system.
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    The Buddha's Teaching and Lifelong Education

    Tae-Pyeung Lim | 2004, (26) | pp.83~104 | number of Cited : 1
    Abstract PDF
    The Buddha's teaching(Buddhism) is becoming popular today not only in Korea but also in western countries. This paper seeks to analyse and consider the Buddha's teaching(Dhamma) and it's learning techniques that could be applied to lifelong education today, and discuss how they may be utilized as tools of lifelong learning. According to Johnson, the Buddha's Teaching as a philosophical inquiry and as a practical, experimental learning pedagogy is becoming increasing popular in Western societies, because it contains a system of practice(learning), which can continue at all wakeful moments and in all life situations, and fulfills the philosophical requirements for lifelong education, namely opportunity, motivation and educability. In this point of view, It is suggested myself to me that Buddha's Teaching can be applied to lifelong education and utilized as tools of lifelong learning in Korea also today. Summing up: Ⅰ. Introduction. Ⅱ. The Buddha as a Teacher. Ⅲ. The Buddha's Teaching (Dhamma). Ⅳ. The Learner and the Noble Eightfold Path. Ⅴ. Implications for Lifelong Education. Ⅵ. Conclusion.
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    Kobong Kee Dae-Seung's Educational Thoughts

    Nakchan Jung | 2004, (26) | pp.105~136 | number of Cited : 4
    Abstract PDF
    The paper is to study Kobong's educational thoughts as view point of human, education teleology, curriculum, education methodology, modern educational meaning. However, a small number of prominent scholars have tried to investigate Kobong's system of philosophy in their various ways. Therefore his thoughts much need for our educational situations, and his thoughts and practices on education must to deal with synthesis and analysis. Kobong understood the human as the existence which is independent in creation development of space. He made bright the inside, outside deed apply the society by doing deed so that we are irreproachable in the education teleology that make a saint. The curriculum is composed of the Confucian classics, literature, history. The education methodology which is the complement relation of seong(誠), gyeung(敬), kyeogmulchigi(格物致知) is inclined theory the concern rather at the practice, Therefore his education method is active in the solution and reform of reality problem. Modern educational meanings are the education of harmony and human, life education, the association of the justice, the attention concentration.
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    The application of life ethics education of Wang Yang-ming's life ideas

    조현규 | 2004, (26) | pp.137~154 | number of Cited : 1
    Abstract PDF
    This study is based on the Wang Yang-ming’s life ideas about dignity toward human. Specifically, three parts divide this study - One, volunteer program of ‘teaching-learning’ which can be attained by relationship with family, school, and society. Two, teaching-learning using portfolio. Three, teaching-learning which is on the basis of role playing-in order to make students develop their innate ethical self-consciousness, and to normalize ethical education. Many obstacles such as general accepted idea in the society and harsh. Reality prevent teaching-learning method to be developed. But there are ways to make the teaching-learning method to be effective in the present school environment. More structured and in dept learning by direct experience methods are possible solutions. Close relationship with family and community is also needed. This cooperation will give students the opportunity to practice what they have learned in school.
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    A Study on Kinds and Contents of Prohibition Textbooks in the Civilization Period

    Chae Hweikyun | 2004, (26) | pp.175~196 | number of Cited : 2
    Abstract PDF
    The object of this study is to inquire the character of the kinds and contents of prohibition textbooks in the civilization period. The aim of the education in the civilization period is to educate the man to oppose the imperialistic aggression and break down the feudal domination system. Considering from this standpoint, the characters of the kinds and contents of prohibition textbooks in the civilization period are as follows. First, It was prohibited that independence of Korea history, pride of the Korean people, famous for a loyal subject of Korea history in contents of textbooks in the civilization period. Second, It was prohibited that in deplore in those days a difficult situation, a miserable condition of colonialization in contents of textbooks in the civilization period. Third, It was prohibited that people’s duty, patriotism for native country, independent spirit, restoration of its sovereignty in contents of textbooks in the civilization period. Fourth, It was prohibited that emphasis on moral justice in international relationship, criticize of a colonial policy in contents of textbooks in the civilization period. In conclusion, the reason of prohibition textbooks in the civilization period were opposed to Japanese's colonial policy in korea. Those are identification in textbooks examination of criteria by Academic Center, in prohibition textbooks kinds and contents in the civilization period.
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    Creativity and Immersion

    Choi Seok Min | 2004, (26) | pp.197~214 | number of Cited : 22
    Abstract PDF
    A common approach of creativity seems to have been that, after being fully conceptualized, creativity can be cultivated. But creativity can be achieved by meeting the conditions of the idealistic problem-solving or by living the processes of the immersion. Dewey seems to indicate exactly this point when he says that the first stage of experience called thinking is experience. Experience as interest seems to be the context for the activation of creativity. But it may not be that experience is for creativity; rather, creativity for experience. So, Creativity seems not something to be handed down but practiced. It may not be forced but lured. That is because, in Dewey's view, the qualities of immersion and creativity could be identical, in that both have the same attributes of the good life. So to speak, immersion is the additional name of a state "fully involved in the very process of purpose orientated activity", it could make possible the creative re-construction of one's present belief system. Hallman's research on Dewey's concept of the creativity and Csikszentmihalya's in-depth analysis of the ninety-one exceptional individuals support it. As Dewey said, unending growing-striving-growing-striving continuation makes us more ideal creative citizen.