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2010, Vol., No.41

  • 1.

    The Educational Anthropological Study on the Apartment as Space of Home Education

    KANG GI, SU | 2010, (41) | pp.1~43 | number of Cited : 4
    Abstract PDF
    The house is a basis of human life and a space to begin education for children at the very early age. Therefore the apartment which is a major type of dwelling place in contemporary Korea becomes an important space of education. In this context, this study tries to explore the educational meaning of the apartment from an educational anthropological perspective and its academic task for further study. For this purpose the author investigates the meaning of apartment as an existential space, the structure and features of the apartment in Korea, and Koreans' way of thinking with reference to Koreans' way of residence. There are contradictory opinions about the apartment in Korea. In spite of negative opinions about the apartment, it spreaded rapidly as a major dwelling place in Korea because it was regarded as a way to accumulate wealth or an object to invest. The structural features of Korean apartment are standardized uniformity, economic efficiency, practicality, and adoption of traditional way of residence. Koreans' ways of thinking which are projected on the structure are stress on personal value and equality, preference of anonymity, reflection of desire to show off, and the ownership of property. The apartment as a basis of human residence has an educational meaning. In order to maintain the primary function of the house, following conditions are required: securement of educational and playing space for children, practice of communal life, enhancement of family ties, effective use of space in apartment, and recovery of settlement. A human being makes a house, and the house makes the human person so when a house functions as a residential space fully, it can also function its role as a space of home education.
  • 2.

    A Study on the Buddhist Perspective on Family Education and Practice

    Kwon Eun-Joo | 2010, (41) | pp.45~67 | number of Cited : 0
    Abstract PDF
    The purpose of this study was to examine Buddhist teaching, which was the philosophical foundation of traditional Korean society, in an effort to discuss how to conduct family education and what today's school education and family education should be like. The explanation of a Buddhist human development theory about the existence of man and the meaning of family was analyzed, and the method of Buddhist family education and parents' right and responsibility for education were discussed. The fundamental concept of Buddhism is the conditional causation, which is based on the organic relationship among beings. Under this principle of conditional causation, human beings are considered subjective and creative beings who have the nature to attain Buddhahood through education. In Buddhism, a child is viewed as 'a universal being,' not as 'an imperfect being,' and children's development is considered to be done by being affected and affecting their surrounding environments, which could be called a mutually dependent and supplementary relationship. In Buddhism, the meaning of family also lies in the cyclic relationship based on the concept of conditional causation. Family is not only the most fundamental unit of human relationship but also the starting point of the universe and the center for order in human life. As for the meaning of a family, a family could be defined as a community of truth where bodhisatta seeks after truth. And children are understood as ones who must be protected and educated at home. In the teachings of Buddhism, the rights and duties of parents and children are suggested as specific virtues. In addition, the Buddhist teachings propose the levels of children’s development and the appropriate methods and principles of education in certain situations. Among Buddhist educational methods, interrogatory, figurative and causal relationship-centered teaching methods focus on children's situations and developmental level. The Buddhist teaching methods are very significant in that modern education places importance on individual development and characteristics and encourages diversity of education. The first step of practical Buddhist family education is fetal education that is based on the thought of life reverence. In Buddhism, an unborn child is regarded as a living being and is considered to impact on his or her parents, and parents are urged to provide fetal education. Besides, filial piety is viewed as a way to foster morality at home. In Buddhist thought of filial piety, one cannot be without his or her parents, and repayment of kindness to parents is taken for granted. Family function and the influence of parents get increasingly weaken these days, though a family is the basic unit of society. Under the circumstances, it is very worth doing to shed light on the meaning of children, the roles of parents and the method of family education in Buddhism that was the basis of family education in traditional society.
  • 3.

    The Educational Implication of Traditional Taegyo(胎敎) in 『Taegyo-Sin'gi(胎敎新記)』

    Kim Byung Hee | 2010, (41) | pp.69~92 | number of Cited : 10
    Abstract PDF
    The purpose of this study is to analyse the characteristics of Korean traditional 'taegyo'(prenatal education) and to derive its implications to the modern school education. In this study, it was considered that taegyo was able to be adequately understood in the three main perspectives: early stage education; maternal education; home education. First, taegyo is characterized as early stage education in contrast with the school-age education. It presupposes that the earlier education begins, the more its effect is. Therefore, school education based on the school age is to be complemented by the principle of early education that is presupposed by taegyo. Second, it is characterized as maternal education in contrast with education by teacher. Taegyo is performed in terms of care, affection, sympathy that have the quality of maternity. they contrast with supervision, discipline, evaluation that are found in school education, and complements the possibility of school education. Thirdly, it is characterized as home education in contrast with school education. It is performed in the context of family relationship and at home background. Its peculiar function of forming personality is able to promote the task of school education.
  • 4.

    The Scope and Vision of Upbringing : Focused on the Family Precepts of Dasan Jeong Yag-yong

    Park Kyoon-Seop | 2010, (41) | pp.93~120 | number of Cited : 7
    Abstract PDF
    Dasan Jeong Yag-yong(1762~1836) had to be exiled with his political frustration for 18 years. Therefore he couldn’t give an education at home. He had used to educate his two-son, Hag-yeon and Hag-yu who lived in Gyeonggi Province through letters. It proved that he bred his kids like other parents even though he was an exile in extreme situation. The upbringing of Jeong Yag-yong adopted three intensive methods. (1) To study for being born again cheongjok;the famous scholar family lives an honest life from pyejok;the family from the government service was suspended for their ancestor’s fault. (2) To make arrangements and study for spreading honest politics. (3) To study for practicing Neo-Confucian spirituality.
  • 5.

    Transcending Myself: an educational meaning of becoming-parents in case of homeschooling

    Deok-Hee Seo | 2010, (41) | pp.121~153 | number of Cited : 17
    Abstract PDF
    This paper aims to reveal an educational meaning of becoming-parents by understanding the lived-experiences of parents who adopts homeschooling instead of schooling in South Korea. In this paper, becoming-parents is conceptualized as a process of making one's children whoever is inferior to oneself by assuming the attitudes unique to 'parents.' As a result of analyzing the lived experiences of homeschooling parents in terms of becoming-parents, five experiences are described: facing one's child, standing one's anxiety, lifting one's curtain, growing oneself through the other, and recognizing one' limitation as a model. Also, as a result of interpreting these experiences from the perspective of education, three themes are revealed: taking responsibility of the other's face, being imitated and revealed by the other, and transcending beyond the limitations of parents. On the basis of these results, this paper argues that transcending oneself by becoming-parents is one of the ways of liberating oneself fettered by one's being, egoism, and totalitarianism and is no nother than becoming-teachers from the perspective of education.
  • 6.

    A Suggestion for Post-Modern Home Education

    이현지 | 2010, (41) | pp.155~177 | number of Cited : 5
    Abstract PDF
    As social structures has changed, so have the family roles. In the pre-modern society, family took part of socializing and educating children through home training. But, in modern society, family has transferred its economic, educational, religious, and political functions to the respective professional organizations and has lost these functions. Nevertheless, one of the most important roles of family is home education and the disciplining role of family can not be emphasized too much in the rapidly changing social structures such as modern society. The present state of home education can be characterized as follows. First, modern home education has lost its directions about what to pursue and what to teach. Second, the objective of modern home education is focused on aiding children to achieve the modern style success. Third, the main concern of modern home education is to help children to overcome and solve their problems. The above-mentioned features of modern home education only serve to expand the ego of children but the ultimate happiness can not be obtained through the expansion of ego. Given this, this is the time to face the problems of modern home education and develop some arguments of new home education for post-modern society. Modern society is destined to give its way to post-modern society, where the purpose and content of general education will be changed and thus the purpose and quality of home education will be changed, too. In order to map out post-modern home education, this paper attempts to set up the purpose of post-modern home education, to plan its content, and to propose the methods of post-modern home education. The proposal for post-modern home education will be based on I-Ching, which can provide practical and concrete answers for the questions made in modern society because it includes plenty of creative wisdoms.
  • 7.

    A preliminary study on the nature of the cultural competence modeling in schooling

    Kang, Hyeon-Suk | 유제순 | 2010, (41) | pp.179~206 | number of Cited : 10
    Abstract PDF
    The purpose of this study is to preliminarily study the nature of the cultural competence modeling in schooling. Conceptions of competence are discussed in various ways in sphere of general and special education. There are many critics about the nature and epistemological stance of educational objectives and contents. As for the alternative of traditional schooling, emphasis on the competence and cultural competence made subject education effective in forms of curriculum framework. Furthermore DeSeCo project and previous literature study show us the importance and value of competence in pedagogical domain. So we need to search the possibility and relevance of cultural competence modeling in schooling. Because the study of competence and cultural competence have been discussed in specific job and skill training, now we have to change the conception of competence with a view to redesign a school curriculum. We think of competence as deeper and integrative thing. In subject education the importance of competence has been emphasized for its function and role of designing a schooling at various levels. This study focuses on the reconsideration of the critics about the nature of educational objectives and contents in the light of cultural competence. Now we can consider cultural competence modeling as constitutive role of schooling at various of subject education. As a result of this study, the nature of cultural competence has not only to be discussed, but also to be generated to teaching a various subject. In the end subject education and conception of cultural competence is restructured on the basis of competence modeling in parallel liberal education.
  • 8.

    A Study on Republican Civic Education : Focusing on Liberty as Non-Domination and Republican Citizenship

    Kim, Sang-Hyeon | Kim, Hoy-Yong | 2010, (41) | pp.207~242 | number of Cited : 7
    Abstract PDF
    Today, characterized as Globalization and Pluralism, there are many solutions to overcome the problems that liberal democracy now faces to. The critics concerning the liberalism, which followed the revival of the political philosophy since 1970s, focus on the losing politics and the self-realization. The various theoretic spectrum such as Communitarianism, Multiculturalism, Post-modernity, politics of difference, and politics of identity has been accelerated as passing by 1980s. Especially the neo-liberalism, appearing in the failure of the welfare state, and the failure of idea of socialism also have made denationalization and depoliticization faster. I define this situation as the crisis of democracy. Therefore I suggest the modern Republicanism, as the concept to overcome the democratic crisis and to change isolated individuals into solidary people. Therefor, first, I will explain the republican tradition and investigate the legitimacy of theoretical succession. Second, I look into the conception of freedom in modern republicanism, focusing on Philip Pettit's Liberty as Non-domination. Especially the examination into the concept of the freedom of Benjamin Constant and Isaiah Berlin is the relationship between the community and the individual. Third, viewing from the Republicanism, I will also examine the 'Citizenship' and 'Community'. Affirming the Citizenship is comprised of liberty and participation, I will discuss civic education from a position of Republicanism. As a conclusion, I pointed out the limitation of this article and summarized the whole argument and examined the development direction for republican civic education.
  • 9.

    Great Equality and Communication in Hyegang's Thought as Principles of Educational Ecology

    김태오 | 2010, (41) | pp.243~268 | number of Cited : 6
    Abstract PDF
    The purpose of this study is to elucidate the ecological meaning of Great Equality(daedong) and Communication(sotong) in thought of Hyegang Choe Han-gi’s (1803-1877) thought and its application to educational principles. The results can be summarized as follows. At the outset, it should be noted that there are three perspectives on the ecological meaning of Great Equality First, there is the understanding that daedong is great love. Second, daedong is the unification ofthe natural way and human life. And third, daedong is peace between the self and the other. Next, we investigated the theory of Communication in Hyegang’s thought. First, sotong is communication of gi between man and man, man and nature. Second, sotong is free from selfcenteredness. And third, sotong is a matter of flexible makeshift. Finally, from the viewpoint of ecological education, we have understood Hyegang’s thought through the principles of ‘great equality’ and ‘communication. His ‘great equality’ philosophy is an act of benevolence towards man and all beings. As for his ‘communication’ theory, it is a matter of the exchange of gi between man and man, man and nature. The educational principle of ‘communication’ is the self-reflection.
  • 10.

    The Relation between the Learning of Subject-Matters and Socialization based on The Awakening of Faith

    노철현 | 2010, (41) | pp.269~300 | number of Cited : 0
    Abstract PDF
    As is already known, the 'Learning of Subject-Matters' and 'Socialization' as two modes of education are the central concepts of education, but the relation between those concepts is not clear to us. The purpose of this study is to understand the relation between two concepts with reference to The Awakening of Faith(literally, The Discourse on the The Awakening of Mahayana Faith, hereafter 'the Discourse'). The general thesis of the Discourse may be summarized as follows; First, the Mind is one entity with two aspect, the Suchness(眞如, Reality) and the Illusions/Thoughts(妄心/想念, Phenomenon). Second, The movements between the Suchness and the Illusions can lead a man to wisdom that is the aim of Buddhism. And the movements from the Illusions to the Suchness come about through two ways. One is through the Attributes of Suchness(眞如自體相), another is through the Influences of Suchness(眞如用). From the viewpoint of this study, these ways of the movements correspond to the Learning of Subject-Matters and Socialization. For the Attributes and the Influences of Suchness designate, in effect, the forms of knowledge and institutional activities. Therefore the relation between the Attributes and the Influences may be suggestive of the relation between two concepts of education. According to the Discourse, the Attributes and the Influences are not only two ways by which the belief in the Suchness is awaken, but also internal and external conditions of that awakening. In other words, the Attributes and the Influences are not two 'ways' but two 'aspect' of awakening. In respect of this, we can say that the Learning of Subject-Matters and Socialization that are two representative concepts of education designate two aspects of education. Education is only one activity. The one aspect of it is the Learning of Subject-Matters by which we can understand the forms of knowledge, the another aspect of it is Socialization by which we can acquire the institutional activities. In conclusion, the Learning of Subject-Matters and Socialization as two concepts of education are constitutive elements of education.
  • 11.

    The Educational Hermeneutics of Ricoeur's Narrative for the Construction of Curriculum and Educational Phenomenon

    서상문 | 2010, (41) | pp.301~347 | number of Cited : 6
    Abstract PDF
    We can show concrete entities of the essence and phenomenon in the contemporary education from the horizon of structure and genesis in the epistemology. They are the curriculum and the phenomenon of education. The logic and system of the curriculum which are constructed from the contents of teaching/learning as an original operation and mechanism of education define and justify the essence of the contemporary education. At the same time, the space and time of the educational phenomenon which are realized by the concrete curriculum occupy a place of the phenomenal genesis. Therefore, the explication of identification and the principle of construction in the contemporary curriculum and phenomenon of education can be appraised an important and necessary study for the philosophical investigation into the education itself. And we induced the principle and explication from the conception of narrative in Ricoeur's hermeneutics. The analysis of existential philosophy for education which is so called the educational ontology insists that a human as a person concerned with the 'teaching and learning' education is a temporary being consistently. The limited existence of human being is linked with the horizon of genesis, and the hermeneutic logic of the narrative is needed in order to explain and understand the temporary life of human being. The conversion to the hermeneutic narrative of educational study goes with a variously alternative meaning considering and rethinking the narrative approach even in the structure of knowledge that is an intensive theory of the contemporary curriculum. The pivotal point is the problem how to applied from the hermeneutic logic of narrative to the curriculum and the phenomenon of education and what efficiency is made. The function of narrative in Ricoeur's hermeneutics is to show the structural meanings of human behavior, the genetic references of events, and the forms and contexts which are converged from them in the inclusive horizon. In other words, understanding and defining the meaning of the general life and the concrete activities in the human being from the various aspects, the narrative operates the functions which prompt the life and activities of them. The function of narrative is same in the domain of educational hermeneutics. That is summarized as the function that activates and concretes the activities of educational life and the parts of educational form in the mediation of language. In this point, it is very important to know that the function of narrative which makes possible the structure of curriculum and the genesis of educational phenomenon works naturally in the unique way of the narrative development in Ricoeur hermeneutics. And the hermeneutic theory of Ricoeur which searches the nature of narrative in the relationship between the historical narrative and the fictitious narrative can be an alternative for the hermeneutic construction of curriculum and educational phenomenon.
  • 12.

    The nature of subject matter with respect to John Dewey's concept of 'qualitative whole'

    Youn Young-Soon | Park, Chul Hong | 2010, (41) | pp.349~378 | number of Cited : 6
    Abstract PDF
    The study aims to bring out the nature of subject matter with respect to concept of 'qualitative whole' based upon John Dewey's theory of experience. The traditional viewpoint of subject matter is entirely dependent upon the assumption of knowledge and inquiry(or study) which can be justified only under the support of the metaphysics and epistemology of traditional philosophy. From the philosophical standpoint, all the existences have the fixed substances. They are isolated and independent from one others, and unchanging and permanent. Therefore, the subject matter is taken to be isolated and independent prepositions and items. But from the standpoint of Dewey's 'qualitative whole', study begins with funded whole knowledge, and ends with reconstructing a new whole. Therefore study is to develop and enlarge the whole knowledge. It means that study is not to discover the nature of the separate object as it is, but to construct the whole knowledge which is more reasonable, stable, and coherent than that prior to study or inquiry. Also the whole knowledge is not formed only by intellect or reason, but by various mode of thoughts. It embraces both emotional and intellectual nature inseparably fused. Finally, seen from the view of 'whole knowledge', the nature of subject matter is determined not by the logic of the subjects as discipline-centered curriculum theorists argue. The nature of subject matter is determined not by the logic of the subjects but by the whole situation of experience in which the whole results of experience, formed by the learner's whole career of living, transacts with the subjects. Learner's experience in which his whole mind meets with systematic subjects is fused with intellectual and qualitative modes of thought. Therefore, subject matter is by nature an whole which is integrated with practical, intellectual, emotional, and religious elements.
  • 13.

    On a Educational Thought of Tao Xingzhi in Modern China

    SANG OK LEE | 2010, (41) | pp.379~406 | number of Cited : 1
    Abstract PDF
    The purpose of the paper aims to explain the educational thought of Tao Xingzhi(hereafter, ETTX) in modern China. The background of ETTX is the educational philosophy of John Dewey who had established modern American educational philosophy. The contents include the core structure, important contents and methods to practice ETTX. The structure of ETTX would be the three basic concepts of ETTX as practice-minded, people centered and teach-and-learning-be-the-one principles. The contents would be the four elements as sincere knowledge, early personality education, the harmony between labor and spirit education, and the science and art education. The methods of ETTX would be the creative education, independent education, democratic education, child-would-be-the teacher, and the spread of education. In conclusion, I suggest three points that first, the ETTX would be understood as comprehensive human development, second, the contents and methods of ETTX would have the tendencies of revolution of both human and society as the whole system, and third, the ETTX as the Chinese characterization of the education would be the avaliable conception system.
  • 14.

    Educational Thought of Milam, Lee, Jae

    Nakchan Jung | 2010, (41) | pp.407~439 | number of Cited : 0
    Abstract PDF
    Milam suggests that including both, unified views of the world and human, through dichotomy relative structure. He also shows a unique educational thougts to reach having mature personality as these unified views of the world and human. His view of learning places kyunghak(經學) 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. Milam 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(敬) and chiji(致知) for the means to overcome reality. So he attaches importance to jonyang(存養), keigu(戒懼) 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.
  • 15.

    The Comparison between Constructivism & Postmodernism‘s Theory of Knowledge and It‘s Implications of Education

    Chung, Seok-Hwan | 2010, (41) | pp.441~471 | number of Cited : 5
    Abstract PDF
    The purpose of this study is to compare between theory of knowledge of constructivism and postmodernism and to discuss education of two theories based on the result. The result of this study insists constructive theory of knowledge to consider characteristics and rigidity of conveying method of objective theory of knowledge as well as situationality and contextualism of knowledge. It also insisted that post modernism theory of knowledge emphasizes the role of language game in knowledge construction and standards of each game holds incommensurability. Therefore, knowledge of which postmodernism seeks is something that recognizes differences among rules of each game and denies foundationalism view of knowledge. Comparison between two theories based on the discussion of theories resulted a discussion about common features and differences. Both theories supported situational and contextual access of knowledge and need of considering social and cultural aspects of utilizing discourses in a macroscopic. However they showed differences in important problems such as “do two theories approve aspects of the traditional education?" or "do they deny the traditional theory itself?" in a microscopic view. Constructivism education can be comprehended as a theory that recognizes significance of traditional education and tries to improve mistaken methodology. On the contrary, postmodern education suggests a new education that completely denies the traditional education. Education philosophical implication of this study is to assist use of definitions and increased accuracy of analyzing meanings for further studies similar to this study by considering macroscopic common features and microscopic differences of two theories suggested above.
  • 16.

    Educational Meaning of the Daily Life which leads Nammyung

    Chae Hweikyun | 2010, (41) | pp.473~496 | number of Cited : 2
    Abstract PDF
    The education will boil from daily life and as doing desirably, Nammyung emphasized. This fact all people importantly from education, to think. But recognizes this problem the center of life and study of oneself and the case which indicates writes. Nammyung led and recognized the importance of daily life from education. The life of the human being becomes more distant from daily life and when being absorbed in being external makes a valuable territory lose from life. When with the same interest of education becomes more distant from daily life of life, the education makes the meaning lose. When meaning the education is embodied from if human life, must have an educational interest in daily life. And works from the daily life which is repeated, meeting, association, dialogue and relationship, introspection etc. must become the interest territory of education, the education must devise is value from daily life the possibility of experiencing in order to be. Because the work which is ordinary, meeting from ordinary, with human relation and association dialogs, reflective etc. to compose a life. When the education excepts a daily life consequently, will not be able to give the value which is important in life. When saying conclusively, the education must escape from the fact that considers seriously a knowledge acquisition and a compensation. And the education must do to make a value the people experience rather from daily life. The resultant education will be able to accomplish the essential function of the education which loses, daily life will be valuable and there is a possibility which to make feel will do. With being like that, education could be reconciled with the people.
  • 17.

    Exploring the Implications of the Teacher's Training Course through analysis of Questions in Pedagogy for the Certification Examination of Secondary Education Teachers

    Choe, Byung-Ok | 2010, (41) | pp.497~520 | number of Cited : 3
    Abstract PDF
    The purpose of this study is to analyze the questions in pedagogy for the certification examination of secondary education teachers between 2002 and 2010, in order to discuss the implications for the operation of the teacher's training course. With such an objective, such things as the trend of setting questions in pedagogy for the certification examination of secondary education teachers, the frequency of certain questions according to the 'basic subjects and fields' proposed by the Korea Institute of Curriculum & Evaluation, and the frequency of questions related to the contents of each field of evaluation have been analyzed. The results of the study can be summarized as follows. Firstly, after analyzing the suggested forms of questions in pedagogy and the contents requiring answers, it seems that the suggested forms of questions have become complicated enough to suggest illustrations or examples, instead of simply suggesting forms. Also, the contents requiring answers have suggested the complicated knowledge or the form of understanding, instead of showing the simple knowledge or the form of memory. In particular, the number of questions has been reduced from 50 to 40. Since 2009 when the multiple-choice questions with four examples were changed to those with five examples, such a trend of change has been clearly identified. Secondly, after analyzing the frequency of questions for the six basic subjects and fields, it seems that the questions are based on certain fields of evaluation for most basic subjects and fields. Thirdly, after analyzing the frequency of questions for the contents from each field of evaluation, it has been found that more than 50% of the entire questions are repeatedly chosen. Since it is possible to become teachers only through the certification examination, the forms and frequency of questions greatly influence the operation of the teacher's training course. The implications suggested by the results of the study on the teacher's training course have been discussed in various aspects.
  • 18.

    Mirror Neurons, Empathy, and Moral Education

    Han,Ill-Jo | 2010, (41) | pp.521~548 | number of Cited : 28
    Abstract PDF
    The purpose of this study was to examine the meaning of and controversy over mirror neurons in neuroscientific studies, and draw out some implications for moral education. Especially, the study tried to focus on the motor-relatedness of observation behavior. The result is as following. The main meaning of the discovery of mirror neurons is identified as that of physiological and neurological leverage for animal and human mimicry behaviors, that may lead to secure a way for action understanding and empathy. The main feature found in the function or role of mirror neurons is its motor character in relationship with the observed actions of actors. And the theoretical explanation of simulation theory regarding the role of mirror neurons exposes the implicit, automatic, unconscious, and prerational character of mirroring process. The findings suggest the need for a heightened interest in unconscious or subconscious process of behavior formation, more concern with action observation as indirect experience, and more intentional use of action imitation in moral education.
  • 19.

    The Meanings of Moral Learner Based on Dewey's Imagination

    Hwang, Seok-Ha | 2010, (41) | pp.549~581 | number of Cited : 2
    Abstract PDF
    The aims of this study is to understand of Dewey's imagination and its educational meanings of moral learner. Results are as follows:Firstly, Modernism pedagogy is the reason which is based on rational thoughts. But, Dewey's theory defines the fundamental features of the educational theory as a imagination. It is as much a normal and integral part of human intelligence and activity as is heart movement. It is as original in human being intelligence as nest building is for birds. Secondly, according to Dewey, the relation of transaction and imagination is not separate, but closely connected with each other. His transaction reflects the idea of imagination. He emphasis on the possibility of the synthetic progress of intelligence. Then transaction and imagination of moral learners interact each other, and they will produce meaningful lifestyle. Thirdly, imagination in Dewey's central sense is the capacity to concretely perceive moral meanings. On Dewey's view, imagination is the chief instrument of the good. It intervenes deeply in moral learner. It's at the foreground of deliberation to moral judgement and intelligence. He informs us that pedagogical artists are concerned with human moral imagination. He envisions a educator and learner who is like a navigator, composer, and artist, who is capable of making informed, intelligence judgement, and aesthetic experience.