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2007, Vol., No.31

  • 1.

    A Pedagogical Investigation of Hyegang's View of the Teacher's Role

    Kim TaeO | 2007, (31) | pp.1~19 | number of Cited : 5
    Abstract PDF
    The purpose of this study is to investigate the view of the teacher's role held by Hyegang(Choe Hangi: 1803-1877). As a social and political philosopher in the 19th century, Hyegang's vast body of work contains ruminations on various realms of science. This article deals with his most comprehensive political treatise, called Injeong (人政, Humane government). The result can be summarized as follows: (1) Unification of Unhwa (一統運化): Hyegang was a gi-monist: according to him, the origin of all affairs and beings was not ri (principle) or do (the Way), but the transformation of gi (unhwagi). Hyegang distinguishes three classes of unhwa (三等運化: oneself, leadership, nature and man), which are unified. (2) The teaching of Unhwa (運化敎): The goal of education is to learn and teach about unhwagi (運化氣). For Hyegang, education is a system in which the three levels teaching (三層敎: personal affairs, humanity, universe). (3) View of Teacher's Role(師道): The foundation of teaching lies in unhwagi. The greatest teacher is a teacher of unhwagi, who teaches both texts and humanity. (4) Teacher of Ki(氣師): One of the most striking features of Hyegang's view of the teacher's role is that he distinguishes three distinct roles. For him, the most natural situation regarding the teacher's role is when the three types - teachers of gi, texts, and humanity - are unified. (5) Educational Ideas: Academic accomplishment is becoming a teacher of gi by learning about its transforming effects. Striving to become a teacher of gi is achieved by attaining correct learning and human peace. Learning about gi and teaching about it are one and the same thing. (6) Pedagogical wisdom: To be able to teach others well, Hyegang gives the following hints. 1) Wait until the time is right. 2) Education has to deal with the practical affairs of this world. 3) In education, language and writing are only expedients. 4) One has to take into account the student's individuality when teaching.
  • 2.

    The Politics of School Test System in the Japanese Imperialism

    Son, Jong-Hyun | 2007, (31) | pp.21~44 | number of Cited : 6
    Abstract PDF
    This study aims to investigate the political intention of school test system in the Japanese imperialism. The findings of this study are as following. First, Japanese colonialism institutionalized a relative rating system, through which it created the dominant structure that stirs up score and rank competition. Second, the entrance examination of Japanese imperialism was itself the mechanism through which it selected 'loyal subjects for imperialist Japan'. And it functioned as 'the mechanism of socio-political classification and selection' that classify, select, filter, discriminate against, and adjudicate praise and blame to 'loyal subjects for imperialist Japan'. Third, the school test system of Japanese imperialism structuralized the scheme of 'narrow entrance - close watch - selection of loyal subjects', which scheme was popularized through direct barrack inspection on school system. Lastly, Japanese imperialism created the myth that the score and rank through examination is extremely fair and objective, on the basis of which Japanese imperialism impose scoring and ranking on almost all kinds schools as the primary task. Therefore, the test institution in Japanese colonial period can be thought to have played a partial but effective role in peddling the idea that school was a place for scoring and ranking by test.
  • 3.

    An Analysis of elementary school records in the last period of Japanese Imperialism

    Lee, Kyung Sook | 2007, (31) | pp.45~71 | number of Cited : 14
    Abstract PDF
    The purpose of this article is to describe contents of elementary school records in the last period of Japanese Imperialism(1940-1945). The method of this study is the analysis of 62 pupils' school records of the elementary school located in Daegu. The purpose of the record system in the period of Japanese Imperialism is to educate and evaluate the national people of Japanese Imperialism. The results of the analysis are as follows : 1) the background of 62 students : ① 58 students who created one´s family name and changed one´s personal name. ② 50% of protectors who was engaged in commerce. ③ the increase of students who finished a course of kindergarten. 2) the students' educated results : ① taking a serious view of national subject(Sushin, Japanese Language, History, Geography) ② the good characters of educated people : submissive demeanor, good head, high scholastic achievement, and good japanese ability. ③ the training of the strong body. 3) intense aspirations toward a school of higher grade : ① the increase of applicants for admission to schools of higher grade ② the increase of school disciplines and compulsory labor mobilizations. The school records substantiate the educational lifes of elementary school students in the last period of Japanese Imperialism.
  • 4.

    Rousseau's Naturalistic View of Education: Critical Considerations

    Tae-Pyeung Lim | 2007, (31) | pp.73~90 | number of Cited : 3
    Abstract PDF
    <Abstract> Rousseau's Naturalistic View of Education: Critical Considerations Lim, Tae-Pyeung My concern is with Rousseau's view about education. This paper is to critically consider Rousseau's naturalistic view of education: his conception of negative education aims at forming physical and natural man by doing nothing. At the beginning of The Social Contract, Rousseau writes, “Man is born free; and everywhere he is in chains," and in &Eacute;mile, he presents an educational plan that he hopes will break the chains. In order to break the chains binding humanity in The Social Contract and &Eacute;mile. he gives a specific definition of freedom that serves as a guide to understanding his educational proposals: The true freeman wants only what he can get, and does only what pleases him. This is the fundamental maxim of negative education. According to Spring, this definition of freedom contains two elements. First, freedom is defined as wanting only what you can get. To achieve this goal, Rousseau insists on the teaching of the law of necessity during the early stages of childhood. Second part of his definition of freedom is that people should do only what pleases them. For him, it is also the principle of negative education. At the age of twelve, &Eacute;mile is introduced to the law of utility. With his growing energy, the boy is now ready to begin learning the law of utility. Similarly to the law of necessity, the law of utility helps the boy to be free. Therefore, his naturalistic education can be defined by education for true freeman.
  • 5.

    The Educational Implications on Postmodern Theory of Sublime

    Chung, Seok-Hwan | 2007, (31) | pp.91~114 | number of Cited : 11
    Abstract PDF
    <Abstract> The Educational Implications on Postmodern Theory of Sublime Chung, Seok-Hwan The purpose of this thesis is to examine Postmodern theory of sublime and its meanings in education. Specifically, the examination focused on construct of the theory of Postmodern knowledge and its implications in epistemology of education. Conclusions are as follows. Postmodern theory of knowledge proposes sublime as a new aim of education. Postmodern theory of knowledge strengthens tolerance to differences. they adepts the concept of sublime of Kant as a strategy for presentation of the unpresentation that knowledge of difference may have. they assumes that we cannot explain the moment of sublime happening in the field of education with the tool of historicity. So they suggests that we regard it as a sum of the present emotions. Further, they asks us to pay attention to the moment when the feelings, different and heterogeneous, coexist. Sublime being adopted into the educational context, the change of the role of teacher who constructs and transfers the contents of education inevitably changes. they encourage students to present the unpresentable, and to make a new game. In other words, a teacher asks students to change and construct the contents of learning on their own thinking of various cases. This is to construct a sort of a new 'move'. The capability to congregate things that have divided is a kind of 'imagination'. The emotion of sublime is not a presentation of fixed reason, but an eruption of a variety of imagination. The education as a presentation of imagination changes the role of so-called a traditional teacher. A "new" teacher stirs the imagination of students and arouses the scope of the unpresentable into mind of the public with enthusiasm.
  • 6.

    Non-absolute Views of Knowledge and Knowledge Education

    HoPyo Chung | 2007, (31) | pp.115~133 | number of Cited : 7
    Abstract PDF
    Non-absolute views of knowledge emphasize the relational, constructive, and interpretive approach to experience and knowledge. And these views imply the dialogical education based on the communicative virtues, construction of social reality, equal relationship, and mutual respect for inquiry and knowledge formation in school. In educational practices teachers should regard children's social existences as the important factors. Teachers must understand children's historical and contextual situatedness for facilitating their knowledge construction in knowledge education. These epistemological views don't intend to eliminate all criteria of knowledge, but aim to emphasize the contextuality of knowledge, language, and diversity of understanding. So these theories don't strongly maintain cognitive gap between the teachers and the taught. These put emphasis on time, space, social construction, interpretation, and fallibility in inquiry of knowledge and knowledge claims. The viewpoint of absolute epistemology emphasizing the objectivity and coherence may limit the range of understanding and progress of knowledge in education. But we must recognize these viewpoints don't completely disregard the socialization of universal and foundational values in educational practices. In conclusion, the education based on the non-absolute epistemology including the spirit of hermeneutics, postmodernism, sociology of knowledge, neo-pragmatism, feminism, and relational epistemology needs the teachers' minds which accept multiple interpretations, private statements, little narratives, and the silenced voices of children in school life. So this knowledge education also can be conducive to achieving the social ideals of mutual respect, freedom, and equality. We must consider the concepts like multiplicity, diversity, ambiguity, and fallibility of knowledge as the important factors for new educational paradigms.
  • 7.

    The Moral Educational Argument of Ren(仁) and Care Ethics

    hyunkyu cho | 2007, (31) | pp.135~153 | number of Cited : 8
    Abstract PDF
    〈Abstract〉 The Modern Moral Educational Meaning of Ren(仁) and Care Ethics Cho Hyun-Kyu The purpose of this study is to compare and analyze Kong-zi's Ren(仁) and Noddings's Care Ethics and to contrive the modern moral educational meaning of these two ethics. in order to achieve the purpose mentioned above, researcher inquired the origin and keynote of Ren(仁) and Care Ethics first. After comparing Ren(仁) and Care Ethics, researcher contrived the similarities of these two ethics and analyzed the teaching contents and methods. And lastly, researcher discussed the suggestive matters and presented applications of Ren(仁) and Care Ethics. Following is results of this study. First, Ren(仁) and Care Ethics regard practical moralities rather than senses of morality as requisites for forming moral sense. Second, the most preferential requisite for forming moral sense is the formation and maintenance of relationship among people. Third, the source of a moral sense is the real character of human. Fourth, in order to exceed the limit of displaying, two Ethics need a growth of real character of human by gradation. Fifth, the teaching contents of moral education should be made with enlarging real character, example and practicing. Relationship between the subjects of education, for example the student and the teacher, student and parents and among student, can be retrieved by Ren(仁) and Care Ethics. Also these two Ethics are very useful to education for the whole man who is perfect for character, sociality, emotion and religious feeling. And in education of saint and perfection of self, Ren(仁) and Care Ethics can play an important role.
  • 8.

    Yeuheon Jang Hyeun- Gwang's Moral Education

    Nakchan Jung | 2007, (31) | pp.155~178 | number of Cited : 1
    Abstract PDF
    <Abstract> Yeuheon Jang Hyeun- Gwang's Moral Education Jung, Nak-Chan The paper is to study Yeuheon's moral education as view point of moral, moral education teleology, moral education methodology. However, a small number of prominent scholars have tried to investigate Yeuheon'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. Yeuheon understood the moral as the existence which is independent in creation development of the space and enterprise. He made bright the inside, outside deed apply the society by doing deed so that we are irreproachable in the moral education teleology that make a saint. The moral education methodology are sangwangimyo(상관지묘), simhoi(심회), and the cohension, cultivation of moral. Therefore his education method is active in the solution and reform of reality problem. The moral education is inclined theory the concern rather at the practice. And his moral educational characters are the education of harmony and human, life education, the decision of purpose in life, the attention concentration.
  • 9.

    Richard Rorty's Visions of Democracy and Education

    Han,Ill-Jo | 2007, (31) | pp.179~194 | number of Cited : 0
    Abstract PDF
    <Abstract> Richard Rorty's Visions of Democracy and Education Han, Ill-Jo Rorty has been considered and studied as a great postmodernist and neopragmatist philosopher of the twentieth and twernty-first centuries. His 'pragmatic turn' of philosophy from metaphysical foundationalism to pragmatist anti-foundationalism made philosophy more amicable to political delineation of social hope. This study examines Richard Rorty's visions of liberal democracy and education, especially his attitude toward the philosophical grounding for politics, his delineation of ‘postmodernist bourgeois liberalism', and the relationships among his major concepts of philosophy, politics, and education. I conclude that Rorty made a success in making philosophy light-minded and thereby making intact the relationships among the three concepts above mentioned, but his efforts to make ‘the liberal ironist' look good have only a half success.