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2012, Vol., No.47

  • 1.

    The Theory of Rodolf Steiner's Music Education: Implication for the Contemporary Education

    Kim Yu-ra | 2012, (47) | pp.1~19 | number of Cited : 2
    Abstract PDF
    This study is about the theory of Rodolf Steiner's music education that developed by new ideas of anthroposophy in the twentieth century and is about his achievement that gives implications to contemporary music education. Steiner's anthroposophic education has been implemented in Waldorf school even today from 100 years ago. Music doesn't exist separately in Waldorf educational courses, but music is melted in the entire process of education. In particular, Steiner thought musical experience in childhood was important and emphasized musical experience. Steiner's education goal is to be anthroposophic person. Steiner said methodological principles for anthroposophic education were depended on developmental stages and temperament of child. Ultimately, these principles help children's growth by the education according to children's individual characteristics. This anthroposophic educational principles have been applied in music education which is depended on developmental stages and temperament. And that principles have been done in Waldorf kindergarten and schools from that era to nowadays. Anthroposophic music education isn't separated education from music but integrated education. Music education and anthroposophic education by Steiner are interacting with each other rather than separated. Music education is a method and principle for anthroposophic education and anthroposophic ideas are melted as they are in music education. Especially since the 20th century, his music education philosophy and methodology have significant similarities with Orff's music education which opened a new era of music education. Their music ideas are recognized as a desirable aims for education that is still being used and pursued. So Steiner's music education also has enough educational implications.
  • 2.

    Liberalistic Idea and Rational Development in terms of Locke's Empiricism

    Ro Sang Woo , 이인화 | 2012, (47) | pp.21~53 | number of Cited : 0
    Abstract PDF
    Locke's empirical philosophy is filled with hopes and dreams toward new world of liberty and emancipation out of the old Medieval traditions and conventions. The educational philosophy Locke suggested also contains such progressive perspectives. The purposes of this study are to analyze Locke's concept of ‘liberty’ through his works and to examine what educational viewpoints and methods he presented on the basis of his liberalistic idea. First, Locke's liberal idea is the very core in his political ideas. The starting point Locke began to discuss liberty is "the state of completely free in nature" and his concept of liberty is premised on ethic, moral,and justice. The freedom in that society is the contractual one established by the consent of individual, which never belongs to any partial authorities. Second, new political system Locke explored and designed insures complete freedom of every individual and helps him to bring up a desirable human archetype, 'gentleman', required in his new political system. The idea of ‘gentlemen' Locke mentioned is based on perfectly enlightened rational beings and he suggests non-authorized, liberal ways to raise them as educated characters. Consequently, this study recommends you to comprehend Locke's modern education in terms of broader political perspective especially relation to politics, instead of treating his methods as just 'mechanical attention' which simply overcame traditional educational methods.
  • 3.

    Three Perspectives of Textbooks and Its Interpretation

    Seo, Myoungseok | 2012, (47) | pp.55~74 | number of Cited : 9
    Abstract PDF
    This paper examines the interpretation of textbooks in the curriculum. The study is based on three perspectives of textbooks that are perspective of reality, perspective of tool, and perspective of between-being on the textbooks. Textbooks are a core part of curriculum as important to the teacher as a blueprint is to a architect. Accordingly textbooks are not curriculum in itself but tools for teaching,instructional systems, instructional materials, instructional resources, and instructional medium. To develop curriculum materials teachers need teaching expertise by perspective of tool on the textbooks. Therefore textbooks are resources for teachers to interpretate in designing instruction rather than canon for instruction itself.
  • 4.

    Some Difficulties of Jeong, Beom-Mo's View of Teachers

    Yi, Dal-Woo | 2012, (47) | pp.75~90 | number of Cited : 1
    Abstract PDF
    The proportion of teachers in education is essential. The purpose of this study is a critical discussion for the Jeong, Beom-Mo's view of teachers. Jeong, Beom-Mo insisted that teacher is an engineering artist in his representative book Education and Science of Education. This book was published in 1974, preface was written in 1968. Spring conference of ‘The Korean Society for the Study of Education’ held in 2007, he insisted that teacher is a craftsman in his keynote speech titled to “Power of Eucation”. Eventually, he has seen the teacher as an engineer. This point of view is derived from the concept of education that education is planned change of human behavior. In this concept of education, education is a science, therefore methodological aspects are emphasized in education. In order to overcome the methodology syndrome and view of teacher as an engineer in education, we must be seen teacher as a living curriculum.
  • 5.

    A Study of Rousseau's Childhood Education: Focused on Emile and New Heloise

    Jeong Eun Ju | 2012, (47) | pp.91~122 | number of Cited : 1
    Abstract PDF
    The aim of this paper is to present and to compare Jean-Jacques Rousseau's views of childhood education exposed in Emile and New Heloise. Emile deals with the education of a natural whole person who is to live in a society, while New Heloise deals with love, marriage,and the family. These two books are educational novels which provide Rousseau's positive statements on a natural man and a good life. Rousseau provides his naturalistic educational ideas in these two books. In New Heloise Rousseau gives an outline of the childhood education. According to his outline, a childhood has proper aspects of feeling, thinking and acting. Therefore, children are children before men. The nature's intention is that the body gets strengthened before the mind comes into the play. Rousseau is all against all kinds of premature education that makes children feeble, sick rather than being reasonable. Emile was published two years after New Heloise dealt with Rousseau's ideas of the childhood education. Emile is from the discussions of child-raising and educating in parts IV and V of New Heloise. Books I-III of Emile are devoted to the rearing and educating of an independent and self-sufficient child. His ideal child is a civilized savage who cares only about himself during childhood. Virtue for Rousseau is not a gift of nature. It requires will that overcomes all kinds of obstacles. These each books experiment with the settlements of the fundamental educational problems. Two books help each other for Rousseau's ideas on the childhood education.
  • 6.

    The Aesthetic Analysis of Education in Postmodernism - In the Aesthetics of Dewey and Lyotard -

    Eunyoung Cho | 2012, (47) | pp.123~163 | number of Cited : 2
    Abstract PDF
    The aesthetic approach to education is often misunderstood as an article activities or an aesthetic experiences in education. But, the educational aesthetics pursues the shift and reform of consciousness to another dimension. The art in education is not a polished beauty or an article reflection of educational activities but an educational event for changes and evolution. This has a meaning as a resistance in the educational performances against the ruling narrative. In this article, the basic of postmodern aesthetics for education is the conception of event. The event is a peak-point of the continuous actions and dynamics from the uncertainty, changes and collisions(differend). This is a common subject of the educational aesthetics between Dewey and Lyotard. And the educational events have an aesthetic position from them. The traditional education based on the modern Reason is criticized by the postmodern education because of passing over the horizon of educational emotion related to aesthetics. Now, the realization of educational ideal and value what is required by all the members of educational world is capable by the eventualization of education. That is the aesthetic approach to education which is avoided in the traditional education and is aiming the critical spirit from the foundation of justification in education. Eventually, the educational aesthetics makes the educational reorganization for the hopes and possibilities, broadens the educational horizon of cognition better, and establishes the educational harmony which is from all kinds of experiences.
  • 7.

    Aspects of Dewey's Activity-based Moral Education

    Heo Kyung Seof | 2012, (47) | pp.165~191 | number of Cited : 1
    Abstract PDF
    The purpose of this research is to investigate the moral-educational aspects of activity-based studies in regard to Dewey's theories. In traditional ethics, reasonable norms that remained theories rather than put into practice were considered objectives of moral behavior or top principles. However, the idea that there are objective and absolute standards to human behavior, as in traditional ethics, has a high possibility of leading to vague and dogmatic moral education. To Dewey, morality was something acquired not from emphasizing certain standards but from practicing. Therefore, Dewey related moral contents to the connection between subject and object, and to the way the morality resulting from such connection influenced established personal beliefs, not to the reasonal norms. Moreover, Dewey took scientific and experimental approaches to study concepts such as purpose, value, and virtue. He concluded that morality is the product of practices which judge and evaluate such concepts. When substantial morality forms throughout activity-based studies and observations, it builds upon habitual practices. For an outstanding moral habit to be formed, one has to raise 'the habit of intellectual understanding' and to be actively involved in practices with other people, not to passively depend on the theoretical learning from other people. Through interactions with the environment, humans establish and develope their own personality by applying conclusions obtained from previous experiences to current events, and the personality develops from personal habits. Habits that involve intellect are useful in every aspect of life, so the frequent and prolonged practice of such habits will lead to the thorough mental growth of an individual.
  • 8.

    An anlysis on two kinds of “Practical knowledge”: “techne” and “phronesis”

    Hong YunKyung | 2012, (47) | pp.193~215 | number of Cited : 27
    Abstract PDF
    The purpose of this study is to clarify the ambiguity inherent in the concept of the "practical knowledge". The concept of "competence"which is the recent representative of the practical knowledge, has an ambiguity. It is considered as an job-specific competence as well as a more universal capacity containing intellectual and social meaning regarding one's job. In order to get rid of this ambiguity, this study investigates on the Aristotelian concepts of practical knowledge, that is,"techne" and "phronesis". Techne is a skill or competence for "making a product", while phronesis is a practical knowledge for "doing well"as a citizen in a polis. According to the "parallel model", since techne and phronesis is applied in the separate domain, there is no possibility of interaction or fusion between two kinds of knowledge. On the other hand, the "fusion model", focusing on the "dependency" of techne, and trying to overcome it, makes it important the acqusition of phronesis. According to "fusion model", phronesis is acquired by learning knowledge regarding "the good of community". The learning process of phronesis is exemplied by the "Socratic method". Refecting on the particularities of life in the light of the universals of "the good of community", the Socratic method leads us to acquire the competence of phronesis. The dependency of techne is overcome by learning phronesis, since it permits us apply any techne properly. The "fusion model" is the alternative of the "parallel model" in teaching practical knowledge.