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The Concept and Educational Meaning of Honor Duk-Yul Shin The purpose of this paper is to analyze the concept of honor and to find the educational inclusion. Honor has been misused often between fame and reputation. Honor is a value word while fame and reputation are neutral words. Honor is earned by public recognition from the others, yet it is not something that can exist by itself inside of one’s mind. The way to gain such honor is to acquire either virtue or power. Honor primarily derives from how high one values himself. It is not possible to gain honor without self-respect. Honor is an external reward; therefore, it is easy to lose it due to many reasons. In order to maintain such honor, one is required to have virtue or power consistently. The concept of honor is not concerned in our country’s education. Since honor is an external reward, it is closely related to the aims of education. Consequently, both educators and students have to endeavor to acquire both virtue and power with a consciousness of honor. Otherwise, dishonor can disgrace not only the very person but also the schools and universities that had educated him.

A Study on Kim Jong Jik's View of Public Morals and Its Educational Implication Cho, Hyun-Kyu·Kim, Byung-Hee This study aims to investigate the educational thought and practice of Kim Jong Jik(金宗直, 1431-1492) in terms of his view of public morals(風敎). His educational contribution can be found in developing academics and politics by bringing up Sarim Faction(士林派) under the political domination of Hungu Faction(勳舊派) in the latter half of 15C of Chosun dynasty. His educational and political endeavor is accomplished on the basis of his view of public morals. His view on public morals was formed under the effect of the view of Confucian cultivation which is realized by two stages, self-cultivation and ruling-people. His literature shows its direct influences on the formation of his view on public morals. On the basis of his view on public morals, he practiced public undertakings such as Hyangsarye(饗射禮), Hyangeumjurye(饗飮酒禮), and reformation of Sadang(祠堂) and Hyanggyo(鄕校). One important educational principle immersed in his view and practice of public morals is graduality principle. He believed that the educational and political enterprises should be gradually realized at the political situation which was dominated by conservative power. It is estimated that the graduality principle gave him ultimate success in the reformation of politics and academics of Chosun dynasty.

Foundation and Development of Christian schools in GanDo region under the rule of Japanese imperialism Chae, Hwei-kyun · An, Sang-hun This study inquired into the characteristics of foundation, development, and the curriculum of Christian Schools which carried out both religious belief and education. Through this survey, we have found the fact that twenty-four churches were established by 1911. These outcomes have been resulted from coincidence of the Korean's necessities and missionary directions. At that times, settlers have been wanting the educational institutions for unite and mutual help community, retrieval of national rights, and nationalism. On that reason, settlers accepted actively the Christian religion as well as passively results from missionary works. As a result, Building of churches and schools were accomplished simultaneously in Gando. Next time, the characteristics of management and curriculum of Christian schools were open management and focus on nation education. As mentioned above, Christian schools in Gando region were related with the quality of korean's life, and these schools carried out the roles of religious and educational community as an institution for modern education and nation education from the early days of emigration. And These schools educated the basic factors about the christian religion and school management were openly and flexibly.

Solidarity and Educational Tasks in Pluralist Society Han, Ill-Jo This study was intended to comparatively analyze the views of human solidarity in three major representative moral or political thinkers of the postmodern pluralist society and investigate some important educational tasks deducted from their views. The result is as following. It was found that pluralism both as experiential fact and normative request asks educators to delineate the concept and level of human solidarity and the securing methods for it. Specifically Habermas, as a representative of modernist thinkers, advocates a solidarity based on the univesal human reason in the wide range of all menkind. Rorty, as a liberal ironist, suggests a solidarity based on human feeling rather than rational reason in the national level. And MacIntyre, representing the communitarian ideas of morality, recommends a solidarity found on social practices and tradition in the small scale local level. Their ideas as a whole requires the fostering of communicative competence of students, the use of literature and arts for moral education, and the mini-school innovation for ‘moral community.'