Korean | English

pISSN : 1738-186X

2020 KCI Impact Factor : 0.5
Home > Explore Content > All Issues > Article List

2010, Vol., No.40

  • 1.

    In Search of the Authentic Understanding of Subject Knowledge: looking at the effect of Backward Design

    Kang, Hyeon-Suk | 유제순 | 2010, (40) | pp.1~37 | number of Cited : 51
    Abstract PDF
    This study is to search the possibility of the authentic understanding of subject knowledge in schooling. There are many critics about the cause of misunderstanding of subject knowledge in context of subject matter education. The most important problems are discussed in ways of explicating the activity-based curriculum design and coverage-based design. Our students fail in understanding subject knowledge because of these problems. We should prepare our students for authentic understanding of curriculum contents. In line of deep understanding of educational content, Wiggins and McTighe proposed backward design for understanding for design. We discussed the nature, characteristics, and procedures of backward design and explained the empirical effect of backward design through questionnaire method and statistical analysis. The results of analysis are explained by meaningful tendencies of subjects and quantitative data. We understand backward design in view of authentic understanding with various layers, return of structure of knowledge, and teaching embedded in feel of subject matter. The teaching toward of authentic understanding made teacher involve whole growth of student by backward design.
  • 2.

    A Study on the Theory of Child Education in 『Kyokmongyokyol(擊蒙要訣)』

    Kim Byung Hee | 2010, (40) | pp.39~55 | number of Cited : 11
    Abstract PDF
    This study investigated the theory of child education contained in 『Kyokmongyokyol(擊蒙要訣)』 written by Yulgok Lee Yi. This book is composed of ten chapters which individually contain important themes for child character education. These ten chapters compose the linear learning procedure and are classified into three domains: personal life, family life and social life. One important educational principle introduced in this book is that domains form gradually amplifying learning steps which reflect the advanced educational view. This book also has characteristics in addressing educational principles reflecting the realities of Chosun society in 16th century and its own Confucian thought. The principles of child education suggested in this book are summarized as follow: the principle of the root-orientation in learning objective; the principle of gradual amplification in learning procedure; the principle of theoretical consistency in learning method; the principle of ordinary specification in learning contents; the principle of authentic realities in learning theme.
  • 3.

    The Genetic History and Topographic Map of Moral Education: A Critical Approach

    Park Kyoon-Seop | 2010, (40) | pp.57~76 | number of Cited : 3
    Abstract PDF
    This paper is to draw a picture of the genetic history and topographic map of moral education in Korea. In order to discuss the dynamic factors in moral education, we must reckon first with the conception: that all learning is in the learner, not in the teacher. In this paper, some misunderstandings relating to moral education is examined and the cultural cognition of moral character is analyzed critically. It is an unique idea that moral character is constructed by subject matter in school. We need philosophical perspectives about moral education. Many people maintain that no logical connections can be made between philosophical perspectives and the areas of educational endeavor. Many of us assume that to build moral character through subject matter to be true and obvious without any clear idea of why. Thus, we may blindly accept many political and ideological recommendations without knowing whether they are justified.
  • 4.

    Educational Prism of Encounter, Etymology, Structure, and Concepts

    Seo, Myoungseok | 2010, (40) | pp.77~101 | number of Cited : 4
    Abstract PDF
    It is that the applicability and conceptuality of such a configuration that specifically concerns prism on encounter, etymology, structure, and concepts in education. The paper maintains that the move to describe the teacher-student relation is indeed inter-dependence by serious encounter. The problem arises in that we remain sure of the fundamental purpose of education. Also I draw on the work of etymological approach on eastern and western tradition on education. In these instances, we have said difference in a specific cultural program. This conception of the work of the trace helps clarify and decode the meaning of education. In other aspects, to be put in a question is already to move the structural logic of education. Education, one might adventure, is ‘being-led-else-where.’ To teach, then, is to instigate or allow the student’s ex-cendence[啓明] of him self or her self. This ideal is Sang-Gu-Bo-Ri[上求菩提], Ha-Hwa-Joong-Saeng[下化衆生], and Jul-Tak-Dong-Si[啐啄同時] in the Seon[禪] Buddhistic paradigm. It is for this reason that one might refer to a structural paradigm of education. In final aspects, the field to the concept of ‘concept’ in education always tells us something about an educational ‘theory’ from itself. This approaches articulates the theoretical frame of educational phenomenon. Through this explication of the question within “the” concept education appears in lens and lens.
  • 5.

    The Educational Implications of the Appropriation in Ricoeur and its Moral Education

    서상문 | 2010, (40) | pp.103~149 | number of Cited : 8
    Abstract PDF
    The ground of argument that the classroom is found as a hermeneutic text is justified from the textual aspects that the educational performances of classroom make meanings in the dialectic structure of the explanation and understanding. The actions of classroom show the educational meanings and intentions surely only in the reading of text related them. The reading text is a finding and making the meaning through the dialectic interaction between the explanation as a development and the understanding as a envelopment. And the dialectic of the reading text of classroom is converged in the form of interpretation as a concrete method of the understanding. However, from the beginning the completion of interpretation in the educational phenomena and actions is concluded by the confliction and opposition with the letter which is generated in the process of establishment from the phenomenon of classroom to the text of it, that is the appropriation as a hermeneutic narrowing. The appropriation of Ricoeur is realized in the very unique forms and aspects of the 'play' in classroom text. As the process and relation of teaching/learning are replaced those of play which changes the world and reality, the intended results of the interaction and development in the teaching/learning are also a metamorphosis of the world and reality. Because the play itself a 'heuristic fiction' from the changed world and reality in the hermeneutic horizon, the process fo teaching/learning is also the process of inquiry and discovery that reorganizes the structure of world and generates the meaning newly. Moreover, the role and identification are also modified in the educational performance of the play. An author as a playful figure and a reader as a playful figure at the same time impose the role and responsibility each other, and construct the real inter-subjectivity. The clue that the classroom is confirmed as a text and is found as an educational essence really the educational practice of an appropriation which is embodied as an aspect of the play. Finally, the territory of axiology which the hermeneutic text of Ricoeur is reached demonstrates that the educational practice of appropriation is pursuing the foundational value of the moral education. The meaningful implications of the appropriation of play in the educational performance and relationship show that the 'narrowing' mechanism of appropriation is a recovery of the broken relationship of education in itself and a cure of the educational essence which is hurt. If the traditional performances of education cause the severe isolation and alienation in the educational relationship unconsciously, the education of appropriation considers itself as an alternative and effective remedy against the fundamental alienation. The Ricoeur's hermeneutics that adopts an absolute and fundamental otherness as its origin starts from the infinite responsibility on the other in the hermeneutic approach for the moral education, and takes notice of the originally moral attitude. The study insists that the start point of the whole educational implications renovated from the educational hermeneutics of appropriation according to the postmodern context.
  • 6.

    Friedrich Schiller On Aesthetic Education of Humanity

    Tae-Pyeung Lim | 2010, (40) | pp.151~178 | number of Cited : 12
    Abstract PDF
    In this article, I shall try to analyze and consider Schiller's aesthetic education of humanity and to draw some implications from his Ideas for Korean reality of education. Friedrich Schiller is a true eclectic: on one side of his mind a Kantian, while on the other both classicist by training and intellectual sympathy, and a romanticists by literary affiliation. In a letter to Goethe, with reference to his position in Aesthetics and philosophy, Schiller had written: The poetic mind generally got the better of me when I ought to have philosophized, and my philosophical spirit when I wanted to be a poet. In the eighteenth century the romantics put forwarded an alternative view of human nature. On the one hand, Rousseau took the view that power in the hands of the few will lead them to reinforce their position which itself results in tyranny; on the other, Schiller wrote of his Utopia as an aesthetic state, In 27th Letter, He argued, "In dem ästhetischen Staate ist alles - auch das bienende Werkzeug - ein feier Bürger, der mit dem edelsten gleich Rechte hat."Summing up:1. Schiller‘s Aesthetics and philosophy: 1) His Works and Philosophical Influences on Him; 2) The Historical Background of the Letters. 2. The Aesthetic Education of Humanity: 1) The Historical Background of His Letters; 2) The Concept of Education as Bildung. 3. Humanity and Aesthetic Education: 1) Education of Human Perfection; 2) Aesthetic Education of Humanity. 4. The implications of Schiller's Aesthetic Education for Korean Education: 1) Education as the Highest Good; 2) Schiller's Criticism against the Fatuous Intellectualism.
  • 7.

    Sociocultural Approach to the Ethical Problems in Information Society and Moral Discussion

    Chang, Shahyung | 2010, (40) | pp.179~209 | number of Cited : 0
    Abstract PDF
    Nowadays, many people are sharing all the information that is needed in our societies through the internet services, and this issue creates new generation beyond our predecessors' activities. As the network system changes our society, what we should keep in our mind in information-communication ethics. Information communication technology has both bright and seamy sides. If we would make the worst it, we could enjoy benevolent influence which were unexpected at all. But if we would make bad use, we could be faced with ruin which were shakable a social base itself. As a result of having been concerned about a quantitative growth of information communication technology, we have been inattentive founding an information culture. Therefore, we have to establish the information communication ethics keeping pace with the new internet generation based on the accurate understanding about the nature of information society. Above all, it is very important to recognize that the ethics of information society is only not limited to the computer ethics, but expanded to the ethical matter of all members and organizations of the information society. It requires an extensive understanding and the comprehensive discussion about sociocultural context in which the information society based on.
  • 8.

    Educational Methodology of Jeongjae Yu, Chi Myeung

    Nakchan Jung | 2010, (40) | pp.211~243 | number of Cited : 0
    Abstract PDF
    Jeongjae suggests that including both, unified views of the world and human, through dichotomy relative structure. He also shows a unique educational Methodology to reach having mature personality as these unified views of the world and human. His view of learning places kyunghak(經學) and yehak(禮學) on the principal, and the others like system, history and literature on the bottom. Especially, for the learning of principal, it gets count on the deepening process of knowledge through careful reading and deep thinking, and the extending process of enlightenment through recognition and appreciation of the meaning. So, he sets much by reading among meaning, practice and reading of three requisites for learning. Therefore he emphasize on the reading method to find the deep meaning from the inside and to get by experience more than fast reading or wide reading. And he lays weight on the learning method according to the frame and character of kyunghak. Jeongjae is looking for the methodology of moral culture from inside human spirit. From this, the true form of spirit is originally faithful, but sometimes unconsciousness, and action of spirit is fundamentally virtuous, but easily falls into devil, so that he suggests kyung for the means to overcome reality. So he attaches importance to jojon(操存), bangi反己), and introspection as specific means for mental culture. And he emphasize the importance of the way of moral culture turned from its' inside toward outside. It's not the fundamental way, but the way starting from bottom to essence, that can be experience and realistic practice method.
  • 9.

    ‘Multi-perspectivity’ as a principle of intercultural history learning

    Daehee Choi | 2010, (40) | pp.245~271 | number of Cited : 8
    Abstract PDF
    In a multi-cultural society it is important to have the 'understanding of others' accompanied with the self-reflection which goes beyond the simple understanding of the other cultures. The purpose of this article is to seek the possibility to the understanding of others in 'inter-cultural education' and to demonstrate that the 'multi-perspectivity' as a principle of history learning provides an appropriate methode. The goal of inter-cultural education is to attend on cultural 'difference' and then understanding it through 'perspective taking'. The history learning should be focused on the multi-perspectivity of history, as far as the purpose of history education lays in acquiring the capability to understanding of others. At such history classes, the students would confront themselves with historical documents with different points of view and directions. They are expected to experience the following three forms of multi-perspectivity: from the 'perception' of the related, the 'interpretation' to historical facts, and the 'self-orientation' of learners. To sum up, multi-perspectivity is the key for learning how to understand others in a multi-cultural society. This ability will surely be the basis for a stabler acquirement of identity and establishment of social integrity.