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2012, Vol., No.48

  • 1.

    School and Education in the Unteachable Time

    Tae-Pyeung Lim | 2012, (48) | pp.1~30 | number of Cited : 1
    Abstract PDF
    In this paper, I shall try to consider school and education from viewpoints of three important philosophers of education: Herbart's science of teaching and pedagogy, St. Augustine's theory of the trinity,J. Dewey's theory of human nature, to review their philosophizing about education, and to inquire its implications for school and education in the unteachable time. But I will not describe the nature of the "Unteachable," explain why it is hard to teach, and explore how students learn. To sum up:1) The concept of educating instruction(teaching): A science of teaching can't be a science of education (pedagogy)(J. F. Herbart);2) The theory of trinity in education(learning): Memory, will and understanding in education are not three vital functions but one(St. Augustine). 3) The theory of human nature and education: If we organize and generalize the ideal home, we have the ideal school(John Dewey).
  • 2.

    Educational Philosophical Reflection on Welfare and Human Rights: Focused on Free School Lunches and Student Human Rights Ordinances

    Joh, Jong-ho | 2012, (48) | pp.31~57 | number of Cited : 5
    Abstract PDF
    The purpose of this paper is to do educational philosophical reflection on welfare and human rights in Korean schools, focused on free school lunches (FSL) and student human rights ordinances (SHRO). To accomplish it, in this paper, the various previous studies and research data including the related laws and regulations were analyzed to figure out the current situation and the change of FSL and SHRO in Korea. Also, to find out the differences between selectivism and universalism in terms of school welfare. Results revealed that there is little difference between selectivism and universalism in terms of school welfare. The different types of welfare opinions have been derived from political principles. The one political party has suggested that FSL and SHRO are the important factors for the welfare and human rights of students, but the other has done that FSL does not need for all the students and SHRO will run interference with teachers' rights. Like this, the differences and basic problems lie in the political principles. Further, most previous approaches and studies do little have any analyses in view of educational philosophy. With respect to the results, therefore, it may be reasonable to study welfare and human rights such as FSL and SHRO in terms of educational philosophy.
  • 3.

    Approach of Mind-humanistic for the Understanding and Prevention of School Violence: Fucused on the Dvelopment of Mind-study Program

    Hyejung Jung | 2012, (48) | pp.59~88 | number of Cited : 2
    Abstract PDF
    The educational philosophy for the prevention of school violence and school making peace lies to open the way of self-creation and to disappear the rival consciousness from the mind. So this study is approach in mind-humanities to seek the alternative. The fundamental basis of human growth is in mind study. The school violence typically is applied with student interaction that occurs between the intended physical, emotional behavior around the school. The causes of school violence are inherently attributed to block the correct relationships and to deny the value and the presence of the majority of students, such as environmental factors of school,home, and society. The school violence is nothing more than the routine that social violence push came to school. In the routine violence of capital and power of society, straggler of school competition is to be social straggler. All of our human life is neutered by the collusion of school education and the social mechanism. In this study I try to make and develope the mind-study for the prevention of school violence in approaching mind humanities. And I want that it is to be utilize in a wide range of character education. The mind-study program is made three phases of it. It is warming up program, main program(seven levels), and assistance Program(four types).
  • 4.

    System Transformation of Competition, Selection and Education

    Son, Jong-Hyun | 2012, (48) | pp.89~122 | number of Cited : 3
    Abstract PDF
    The purpose of this study is to suggest alleviated systems for the competition and the selection and education system in order to abrogate wasteful competition structure. With the results of this study,the followings are suggested according to the aim of the study. First, the system of competition should be changed. The ideal competition occurs when teachers design a course of study so well as to replace unnecessary competition for grades among students in secondary schools. The competition only for selecting excellent students should turn into the competition with which secondary schools have educational power over universities. Second, the system of selection should also be changed. Universities should adopt selection system with educational goal of major units and with articulated curriculum between secondary education and higher education. Third, the system of education should be changed, too. There needs to be institutionalized in career education system, establishment and management of the school for specific educational goals, and achievement test methods.
  • 5.

    A Study on the Ideological Conflict among the Participation Subjects

    PARK, CHANGUN | 2012, (48) | pp.123~149 | number of Cited : 9
    Abstract PDF
    This study examines the issues and problems related to the ideological conflict among the participation subjects in education. The gist of the discussion centers on the nature and purpose of nation and the essence of the participants of education. The education ideologies is caused by nation in public education. The ideological conflict of the study deal with nation-local government relations, central governmentteacher’s association relations, and nation-parent groups relations. The education ideological conflict content that conflict of nation-local government relations establish ideological conflict between the progress versus conservatism, educational conflict of nation-teacher’s association set up a conflict between the excellence versus equality, and conflict of nation-parent groups discuss the strife between public education and private education.
  • 6.

    A Study on the Educational Anthropological Understanding of School Graffiti

    KANG GI, SU | Kim, Seon-hee | 2012, (48) | pp.151~182 | number of Cited : 1
    Abstract PDF
    The purpose of this study is to find the educational meanings of school graffiti from the perspective of educational anthropology, based on a presumption that graffiti reflects life-styles in a specific society and time. For this purpose, the definition of graffiti and its meanings were examined along with the consideration of its positive effects. School graffiti was categorized into four different types, such as evacuation,play, self-expression and conversation(communication), and the characteristics of each four types were investigated. The analysis of the human nature inherent in graffiti shows that it has various different anthropological functions. Especially, school graffiti plays its role as a visual tool to express students' inner mind and as an unconscious play to relieve their tensions and stress. Students can develop their imagination and creativity through the means of graffiti, and criticize their society and authority. Graffiti is easily regarded as an illicit activity, but it has many different educational functions from the perspective of educational anthropology.Considering these aspects of educational anthropology, students'graffiti needs to be understood based on their lives: Their positive,creative and liberal graffiti needs to be paid special attention while discouragement needs to be done for their negative graffiti such as damaging others or making dirty environment. Furthermore, it is necessary for homes, society and educational experts to study together for students' digitalized graffiti as students are more exposed to digital media these days.
  • 7.

    In Search of the Principles of Curriculun Design based on Narrative

    Hyeonsuk Kang | 2012, (48) | pp.183~215 | number of Cited : 33
    Abstract PDF
    The purpose of this study is to search the principles of curriculum design based on Bruner's narrative and folk pedagogy. There are many critics about the nature and tendency of existing mode of curriculum design. Because of positivistic stance and linear approach, upholders of main stream of curriculum design have been criticized in terms of objectives model and technological operation. Curriculum design presupposes teaching-learning on the basis of conception of learner and mind. This implies narrative of teacher and learner. Narrative is considered as story-telling, mode of thought, structure of experience,and scheme of meaning making. Principles of curriculum design, in this study focus on planning teaching and learning situation in terms of folk pedagogy which functions as tool and embodiment of narrative. Bruner emphasizes the cultural psychology as tool and conceptual lens considering curriculum design and teaching. In context of cultural psychology, Bruner suggested, curriculum design should contemplate the model of mind and learner thinking. From this work on narrative and folk pedagogy and psychology,curriculum design should be reconceptualized toward culturalism. Bruner suggests four models of mind and models of pedagogy: seeing children as imitative learners, seeing children as learning from didactic exposure, seeing children as thinkers, children as knowledgeable. Theses four models should be integrated into curriculum design. The principles of curriculum design we studied focusing on narrative and folk pedagogy are as follows: First-constructivism, spiral orientation,internalization. Second-dynamic of structure of knowledge, narrative learning process, interpretive perspective. These principles are applied to macro and micro levels of curriculum design.
  • 8.

    The Differentiation of Mind and the Tacit Dimension

    KIM JEONG-NAE | 2012, (48) | pp.217~245 | number of Cited : 6
    Abstract PDF
    The paper has tried to examine the meaning of the differentiation of mind regarded as 'educatedness'. There are two main aspects of the differentiation of mind: the logical aspect of school subjects and the psychological aspect of mind. As already argued, the two are to be integrated for the progressing feature of mind development. Though, a problem arises from the process of this integration which cannot restrict to the articulated domain of the content. Ryle's knowing-how,Hayek's muddling, and Polanyi's tacit knowing respectively throw light on the significance of non-articulated domain of human knowledge,both in the epistemological and educational contexts. The non-artificial meaning of common sense has also been taken into account. The tacit dimension takes part in the process in which children as well as scientists try to inquire their own topics and plays an important role for recognizing things and formating relevant concepts for them,which Polanyi has demonstrated this in his Tacit Dimension. This would require so-called 'academic freedom' for the better state of human knowledge. For this the progressivsts and romantists indeed tend to reject the tradition for the these inquiries, which for Polanyi is a detrimental mistake. Whether or not we recognize the articulation of educational content, we never fail to accept the tradition for the growth of understanding and the development of mind in order to be educated in terms of the differentiation of mind.
  • 9.

    On Models of Mind Cultivation in Western Philosophy – with Focus on Plato and Nietzsche

    Yang, Dae-Jong | 2012, (48) | pp.247~277 | number of Cited : 5
    Abstract PDF
    Philosophers have looked into the methods of reaching a high quality of life and felicity with the idea of soul healers acting as a spiritual doctor; an idea which runs through the whole length of the history of Western philosophy, with its primary emphasis laid on mind cultivation. The present article aims at highlighting the similarities and differences between the education models of Plato and Nietzsche by scrutinizing them in a comparative analysis. The former has admittedly exercised an enormous influence on the human intellectual history, and the latter is diagonally opposed to it in a dynamic tension. The Platonic model of Mind cultivation has been examined on the basis of the Speech of Diotima in Plato’s Symposium and the three allegories contained in the sixth and seventh books of Politeia, i.e. allegory of the sun, allegory of the line, and the allegory of the cave. For the examination of Nietzsche’s model of mind cultivation, relevant analyses were made on the wandering of the free spirit and the process of self-overcoming of the spirit as demonstrated in Zarathustra’s Prologue in Thus Spoke Zarathustra. What both models have in common in principle is the recognition of a deep spiritual drive in the search for truth. However, they show differences with reference to their respective approaches to truth, path and aims of education, and attitudes towards life after the enlightenment. Both thinkers share the view that carnal sensuality and desire is in fact a natural spiritual drive which strives for beauty and harmony. The one ascribes the failure of the drive to achieve its sublimation to the primitiveness of its object,while the other thinks that the tender and sensitive tree called human being can only attain its height in proportion to the depth of its roots. And this fundamental difference of approaches leads to the difference of the educational models of the two thinkers. Notwithstanding the differences, each model has its logical vein along the lines of its own concept of truth. Once the epistemological and ethical pre-decision has been made, either model will prove functional as a significant model depending on the need at hand.
  • 10.

    Some Thoughts on Teaching and Learning in “Xueji” of Liji

    이귀옥 | song do seon | 2012, (48) | pp.279~305 | number of Cited : 2
    Abstract PDF
    In these years, our students' rate of suicide is increasing. In order to be carried on good school education, educators' views on education and their attitude towards students should be established rightly. In this study, I want to find out some suggestions of educators' view on education and their attitude toward their students, analyzing Xueji in Liji, a classic book of oriental education. The educator in Xueji is one who makes the world beautiful through learning and teaching, meaning Hwa-Min-Seong-Sog(化民成俗). He has strong will, but don't suppress students. He opens doors for students,but don't convey knowledge unilaterally. Thus, students learn comfortably and easily. He never speak before students, waiting for them to speak first. When students talk, he listens attentively. If students ask a question, he answers adapting to their disposition and level. He has students realize that learning is very profitable and pleasant. He helps students have a habit of enjoying learning after graduation. So he always educators pleasantly and learn through teaching. Students develop doing their own thinking, getting accomplishment through learning pleasantly. Accomplishment leads to self-confidence. Self-confidence develops self-esteem overcoming pain and despair. If students can develop self-esteem through their school life, various social problems including suicide of teenagers will be reduced.
  • 11.

    A Study on the Nature of ‘Doing Philosophy’ of Children as the Basis of Philosophy Education for Children

    Chang, Shahyung | 2012, (48) | pp.307~337 | number of Cited : 2
    Abstract PDF
    This paper is the study of the nature of ‘doing philosophy’ of children as the basis of philosophy education for children. In order to discover it, this study looks at ‘doing philosophy’, as a thinking process of children. In detail, focusing on how children’s thinking and experience can be related to philosophy and with that, giving arguments for possibility of philosophy education for children as well as offering some directions and tasks for that. Until a recent date, the idea of philosophy education for children was negatively viewed dominantly. The reason for that was that philosophy was understood as a difficult study that requires logical insistence and abstract thinking system. However, philosophy is a series of thinking process that starts from ordinary life to raises questions, and to find solutions for it. In other words, philosophy is a study of a series of process to discover the source, which is looked upon as doing philosophy, instead of some kind of thought that has been accumulated by philosophical thinking. On this note, children’s daily life where they constantly raise questions about the world around them can ultimately be seen as a process of ‘doing philosophy’. If children’s philosophical life is acknowledged, then the possibility of philosophy education for children has to be acknowledged as well. The material of philosophy education for children is not ‘philosophy’ as contents which learn the professional philosophical knowledge, but ‘doing philosophy’ as a process of life which think critically about everything, caring for others’ situation, and understanding. In this,philosophy education for children should be naturally fulfilled by community of philosophical inquiry through activity and play. Along with peers and teachers, children should gain philosophical wisdom by experiencing ‘doing philosophy’.
  • 12.

    The UK University Reform: focused on Ideas of a University

    jung, chulmin | Jae-Bong Yoo | 2012, (48) | pp.339~364 | number of Cited : 4
    Abstract PDF
    The purpose of this study is to explore higher education reform in the UK in terms of an idea of a university. To accomplish this end, we review a short history of the UK university’s reform and suggest some implications for Korean university. Today a university is often regarded as an institution that determines a national competitiveness. In this situation, the UK universities has continually reformed to maintain a world class of university at a research and teaching level. The UK university’s reform has two features. One is to expand the domain of an idea of a university. It includes a traditional perspective that emphasizes a academic value as well as a more reform perspective that reflect needs of a social context. If an idea of a university reflect the social context, a university have the indispensable challenges that need in a labour market, a community problem solving, a democratic citizenship learning etc. The other is to accept the Neo-liberalism. It entails that an application of the logic of the market. According to this view, a university pursuits a economic value like companies. The UK reform shows some implications for Korea university reform in terms of theoretical and practical point of view. From the theoretical perspective, we need a balanced view which acknowledge the coexistence possibility of various idea of a university. From the practical perspective, we should strive to ensure expertise on university reform and to secure economic resources for ongoing university reform. But a reform that accepts what is revealed on the surface can cause another problems. A reform which is not appropriate social context is not only a problem itself but also making a side effect. In this sense,uncritically acceptance in a case of developed countries is wary. In conclusion, it is necessary to bear in mind that consideration for reform of the UK universities give some lessons only when we are carefully examined on the social situations Korea universities has faced.
  • 13.

    A Study on John Dewey's View about Freedom and Authority and Its Implications to Education

    Choi Heyun Ju | Lee, Byung-Seung | 2012, (48) | pp.365~392 | number of Cited : 2
    Abstract PDF
    The aim of this thesis is to investigate main view of John Dewey which criticized dualistic view about freedom and authority discussed by the old educational thinkers and practitioners and to suggest some implications to our educational practices through foundation of his dialectical or integrated view. Conclusions are as followings:Firstly, researchers introduced Dewey's reconceptualization of freedom and authority and we found that this two concepts were understood as very important factors in his view: freedom is power to happen new change in human nature and society, and authority is collective intelligence to solve public problems democratically. Secondly, researchers discussed main view of John Dewey about relation of freedom and authority. Dewey criticized some limitations of traditional views: they emphasized the one of freedom and authority,and neglected harmonious relations of them. First of all, Dewey tried to overcome limitations of this false dualism in education. As a result,he suggested intelligent method as a effective alternative for overcoming dualism. Thirdly, researchers suggested some implications to our education,especially to our schools based upon dialectical or integrated view of Dewey. If we have receive his view as persuasive and effective, we must learn to think and act our students intelligently for solving the problems happened by paradox of freedom and authority in educational situation.