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2013, Vol., No.50

  • 1.

    Toe Gye's Educational Philosophy and Traditional Education -with Seong Hak Sip Do(聖學十圖) as the center-

    Shin Chang Ho | 2013, (50) | pp.1~29 | number of Cited : 5
    Abstract PDF
    This research is reflected in Toe Gye's Educational Philosophy with Seong Hak Sip Do Especially, Toe Gye's educational philosophy is rearranged and rebuilt into three issues of philosophy in western philosophy which are metaphysics, epistemology, and axiology. Seong Hak Sip Do is the peak of study, which is clearly arranged into cosmology, the theory of mind and the theory of cultivating in Neo-Confucianism up to the middle of Joseon dynasty. The main contents are very systematical from the ways of heaven to the ways of persons. The Structure is divided into the first part and last part, which is very logical in contents and forms as well. Metaphysics which stands for the way of heaven is placed in the first part of it and epistemology and axiology which are dealt with the way of persons are placed in the last part. Thus, Toe Gye's educational philosophy is formed from Metaphysics to epistemology and axiology, which is multi-dimensional and a complex concept. In addition, it symbolizes the structure of Confucianism which sustains the world of Cheon In Hap Il(天人合一) meaning that heaven and persons are made in one body. In short, Toe Gye arranged his philosophy very well with Confucianism of Joseon dynasty into educational philosophy which pursues rationality of daily lives with practicing Gyeong(敬) from cultivating mind if Toe Gye's educational philosophy is in traditional education of Confucianism.
  • 2.

    A Study on the Relation Between Toegye Yi Hwang and Colonial Education in the Japanese Emperor System

    Park Kyoon-Seop | 2013, (50) | pp.31~60 | number of Cited : 4
    Abstract PDF
    The purpose of this study is to review the interpretation on the educational philosophy of Toegye Yi Hwang in the Japanese colonial period. Modern education in the Japanese emperor system was to make Korean people tamely incorporated into the utopia of Naeseonyoonghwa(the ideology that Japan and Korea are harmonious) and Naeseonilche(the ideology that Japan and Korea is and should be one). In the main idea of Kyoikuchokugo(the Meiji emperor’s message on education), the relations between the two countries were just only handled by Japanese emperor’s great virtue. The essence of Toegye’s educational philosophy is free will and autonomy. But modern education under the Japanese colonial period went to totally wrong direction. Modern education by the name of Toegye was absolutely failed under Japanese colonization.
  • 3.

    Philosophy of Education in T'oegye and Modern Education

    Seo, Myoungseok | 2013, (50) | pp.61~87 | number of Cited : 3
    Abstract PDF
    This paper is to try analysis, discrimination, and critic of modern education aided by philosophy of education in T’oegye Yi-Hwang(1501 ∼1570). Modern education is paradigm of knowledge, skills and attitudes that is designed for students’learning in the classroom. This mind set of learning has weak point on self-cultivation. In reverse, sage learning of T’oegye’s philosophy is highlighted by learning to be a sage in mindfulness. The cultivation of mind-and-heart in Neo-Confucianism is maintaining mindfulness aimed by nurturing the mind and recovering of the errant mind in everyday life. In conclusion, here-and-now-ness of education is gathered the balanced harmony between modern education paradigm of knowledge/skills/attitudes and sage learning paradigm in T’oegye’s philosophy. Modern teaching-learning as educational system in Korea is not free in deconstruction. Because this system spreads out different direction contrary to Korean tradition of self-cultivation. In this area, T’oegye’s philosophy in 21st century is cultural heritage beyond Korea. In particular, his paradigm of sage leaning is evaluated parallel to modern teaching-learning.
  • 4.

    Toegye's Philosophy of Education and Future Education : from the Education to the Gong-bu

    Cheongmi Park | 2013, (50) | pp.89~108 | number of Cited : 0
    Abstract PDF
    The purpose of this study is to philosophize what is the force on the cognition and practice which Toegye support to our future education and pedagogy. When our future and education as the modern conception is exhausted, this study is developed with the belief that we are able to philosophize about our future education by changing our view of time. And on this study, it is realized that the view of modern education is applied by the principle of manufacture, the modern pedagogy has no human mind and our education, pedagogy have to solve our postcolonial task. It is considered that a study on Toegye is the kitchen garden better than others, which is for the establishment of identity as a postcolonial pedagogy and the accumulation of autogenous power in our pedagogy on this stduy. The Toegye not be taken into the modernity, provide us turning point which is able to recognize our ra야cal view of education. There is what be followed determinable something through Toegye. On the confucian tradition, the education is what the gong-bu as non-artificial doing generates artificial attributes. We can understand the education is not action as artificial doing of educator in the present. And we can consider a principle of education by the relation of gong-bu and education in Toegye. That is, the education is what realized by mind of emulation, which is generated by a chance of deep emotions for a aesthetic existence. It is required educational attributes generated by gong-bu like these in our education and pedagogy.
  • 5.

    A Study on the Educational Meaning of Freedom and Self-Government in Homer Lane’s Educational Thought

    KANG GI, SU | 배수희 | 2013, (50) | pp.109~139 | number of Cited : 1
    Abstract PDF
    Focused on the meaning of freedom and self-government, the purpose of this study is to widen the understanding of Homer Lane’s educational ideas through his educational practical activities. In order to attain the research aim first, this study examines Lane’s life and his activities in the Little Commonwealth that shows Lane’s educational thought by practical activities. The Little Commonwealth is a co-educational community inhabited by children ranging in age from a few months to nineteen years. Those older than thirteen years have been committed for a crime, as to a reformatory. This co-educational community shows Lane’s educational thought. Lane’s educational ideas and practice are focused on freedom. The freedom that Lane puts emphasis on includes negative freedom solving external suppressing. And that means the students being positive freedom who make a choice depending on his or her own standards. Self-government is an external system which can manifest the power of internal freedom. It becomes obvious by practice in the community. Lane’s thoughts on education present significant suggestions for Korean education; ⅰ)Lane makes us have a new perspective about the meaning of freedom in education. ⅱ)Lane’s practical activities suggest the direction of self-government practice in school education. ⅲ)Lane’s ideas offer some clues that can solve educational problems in Korean education. On the other hand, there are some insufficiencies; ⅰ)Lane’s educational thought tends to depend on Freudianism. ⅱ)It is difficult to apply and practice Lane’s educational ideas in the Korean public education system. Nevertheless, Lane’s educational thought lets us know a importance of practical activities and a potential for change in the educational community. Lane’s educational ideas provides an opportunity for recognition of freedom and self-government in education and life.
  • 6.

    In Search of the Value of Narrative in Dewey and Bruner's Educational Theory

    Kang, Hyeon-Suk | 2013, (50) | pp.141~171 | number of Cited : 18
    Abstract PDF
    The purpose of this study is to search the value of narrative in Dewey and Bruner's educational theory. We may encounter many critics about the nature and epistemological stance of experience and knowledge in Dewey and Bruner. In educational discourse, the relationship between experience and knowledge is misunderstood because of its signifier within name and our cognition. This study focuses on ways of making meaning of experience based on Bruner’s narrative. Dewey have less positive stance of making meaning of experience. Bruner have changed his viewpoint of the theory since 1980. Knowledge is a model we construct to give meaning and structure to regularities in experience. So we need to search the value of narrative of knowledge and experience. Narrative is our general mode of experience. Narrative is human and language process. In Bruner, narrative is interpreted a variety of way according to mechanism of knowledge construction, but it is composed by the main idea of cultural psychology, narrative thought, and hermeneutic of meaning-making etc. Thus the idea of experience and knowledge is reconstructed by narrative epistemology.
  • 7.

    The Analysis of ‘Negativeness’ in Negative Education

    KIM JEONG-NAE | 2013, (50) | pp.173~199 | number of Cited : 3
    Abstract PDF
    The paper has tried to analyse ‘negativeness’ in Tao Te Ching and Rousseau's Social Contract in order to examine the validity and consistency of negative education apprehended by the Western progressivism and Taoism by Rousseau and Lao-Tzu respectively. In Social Contract, the natural state as an ideal eventually comprises some forceable state as one kind of positiveness. The idea of nature links to concepts like natural growth, interest, needs and so on which are all regarded as ideal, which are ones to apprehend the negative concepts. However the progressive concepts paradoxically bring us to the positive one including positive liberty, the state intervention, corrective conception of justice and so on. In Tao Te Ching, however, we never fail to note three points as follows. First its concept of child as an ideal is quite different from the Western progressivism and then cannot be seen as a state of an absolute goodness both in the present and the future forms of it. Second, the negativeness has been established in terms of the reflective operation of thinking, not identical with the Western reflection. This leads to us the spirit of humility and the like. Third, this can provide us with some practical diagnosis in the educational context and situations. Despite its merits, the Western progressive account of ‘natural state’ as an ideal constitutes the paradoxes that negativeness leads to positiveness including ‘forced to be free’ and the like. On the contrary, Tao Te Ching takes us not only to emphasize some negative states but to make use of certain practical guides. The former is, as I dub, a paradox of progressivism, but the latter an irony of negativeness. Conclusively the paper suggests that in the educational situation the negative principle is to apply to the common aspect like the social engineering, but the positive principle is to apply to the personal aspect like discipline and training for the respect for law and order. This can be seen the only way to escape from the self-defeating paradox arising from the progressive negativeness.
  • 8.

    Life-span psycho-biographical research' benefits and limits

    Ryue, Sook-Hee | 2013, (50) | pp.201~220 | number of Cited : 0
    Abstract PDF
    In the middle of life, there is a learning and development through life course. So study on the learning experiences and development going through life 'from the cradle to the grave', is important research topic for Education. What is life-span psycho-biographical research, how can we study, have not had discussed deeply among Korean Researchers. Multiple Intelligence launcher Howard Gardner has studied through life story of Great man. His studies showed importance, benefits and limits of life-span psycho-biographical research. Afterwards more philosophical studies of life-span psycho-biographical researches are needed, with supplement of theoretical construct and methodological procedures, in order to get more significant implication for education and development.
  • 9.

    Phenomenological Meanings of Death in Martin Heidegger's Ontology and Death Education

    Shin Kyo Nam | Lee, Byung-Seung | 2013, (50) | pp.221~244 | number of Cited : 13
    Abstract PDF
    The purpose of this study is to investigate the phenomenological meanings of death in Heidegger's ontology and seek for its implications on death education. Death and life is one. At least, death is important part of life. So reflection on death is as important as the meaning of life and further more it broaden the dimension of our life. Heidegger said 'the human-beings are the beings toward to Death' in Sein und Zeit. He thought that death is the subject related with the recovery of the individual authenticity, and defined the death not as the biological concepts but as the existential concepts. In short, he understood the death as the unique existing way. Moreover he interpreted death as the important turning point which enriches our life. So Heidegger's understanding on death is existential, ontological and further phenomenological. This phenomenological view of death of Heidegger gives following implications on death education. First, it will broaden the dimension of death understanding. Second, death education as pioneering education of life can be a philosophical base of our positive life. Third, the perspective of phenomenological method can be studied as the reflection of the current studies of death education. In this context, it is necessary to study on Death in Heidegger's ontology continuously. As it is said that teaching about death is the teaching about life, the education about the life is more meaningful only with death education. We should think deeply about death and be ready to face death to seek for the answer about the existential questions by Dasein and to recover the authenticity of Dasein.
  • 10.

    Critical Thinking to the Gap between Educational Ideal and Reality - at the Point of current Teacher’s View -

    안경수 | 2013, (50) | pp.245~267 | number of Cited : 1
    Abstract PDF
    The purpose of this paper is to analyse what make teachers feel the gap between educational ideal and reality and to propose solutions. The elements to feel the gap between educational ideal and reality are followings. First, the problems of social awareness as an official not as an educator to teachers. Second, the problems of age and promotion of teachers. Third, the problems of policies because of temporary educational events and populism. Fourth, the problems of unreasonable demands to educational achievements during short periods. So social awareness that seeing teacher as only an official has to be eradicated. It has no value for education to make teachers conduct too many official documents. And when teachers have pride to their minds at retirement under the age limit, that society must be really sound society. Our society and national bureaus have to make teachers concentrate on education only. And educational philosophers help current teachers through the severe criticisms.
  • 11.

    Educational Methodology of Galam, Lee, Hyeun Il

    Nakchan Jung | 2013, (50) | pp.269~305 | number of Cited : 0
    Abstract PDF
    Galam suggests that including both, unified views of the world and human, through dichotomy relative structure. He also shows a unique educational thoughts to reach having mature personality as these unified views of the world and human. Now days, as an urgent problem of modern education which frequently pointed out of human alienation, is the time of transmission of the tradition and innovation The real meaning of educational innovation is depend upon the earth of tradition. Modernity may rests on firm restoration. The first is dealt with his unique educational thoughts and practices; as on the personality theories, on the harmonizing relationship theory between Heaven and Human being (天人合一). The second is dealt with his educational thoughts and learning theories, including 1) general the theories of education 2) main conceptual educative thoughts; Kyeong(敬) and kyeogmulchigi(格物致知). This concept treated with theoretical and practical aspects. The third is designed with my assessment of Galam's thoughts and educational method and historical meaning and its suggestions for the Korean educations.