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2014, Vol., No.54

  • 1.

    Phenomenological Understanding of Children from the Life-World of The Little Prince

    KANG GI, SU | 이효진 | 2014, (54) | pp.1~35 | number of Cited : 0
    Abstract PDF
    The aim of this study is to examine the phenomenological speculation on The Little Prince of Saint-Exupéry in order to understand characteristics of children and to figure out educational implications. For this purpose, the study examined the relation between the literary work and phenomenology, and then, examined the Life-World of The Little Prince from the perspective of phenomenology. On this basis, the study attempted to figure out characteristics of children. As the literary work is an expression imagined world of the author on the basis of the reality, characteristics of children understood through the Life-World in the literary work can show both specialty of The Little Prince and universality in the real world. The Life-World in The Little Prince is a world of intuition, expansion, encounter and re-awareness. In this Life-World, children show themselves as being of intuitive understanding, of exploration, of relation orientation and existential growth. In conclusion, the study indicates that children experience existential growth as being of encounter, and such existential growth is presupposed of autonomy and reliability inside children. And, this study indicates that children are educational being seeking learning and teaching, and also requires adults who prepare proper growth for them.
  • 2.

    The Metaphor as an Conceptual Apparatus for Educational Discourse

    KIM JEONG-NAE | 문지영 | 2014, (54) | pp.37~58 | number of Cited : 4
    Abstract PDF
    The paper has shown that the expressions in terms of metaphor are to be considered as a significant conceptual tool for understanding the concepts of education and its methods as well as ones of being educated. The paper has examined the metaphorical concepts like ‘moulding’, and ‘growing’ under the concept of ‘education’ itself so that the fact term and the notion term both can be applied to the arguments, though ‘encountering’ in Buber’s Ich-und-Du does not fall under this dichotomy. As already shown, some terms in the classical text throw light on the state of being educated. The analogy of cave and the allegory of line in the Plato’s Republic are to be taken seriously. Some metaphors in the Oriental Scriptures like Ten Pictures of Seeking Cow belong to this. Peters’s initiation must be a good example for being educated, but has a room for the educational principles. In this context, the analogy of Socrates’ midwifery provides us with some suggestions for the practical teaching and leaning processes. There are three stages and kinds of teaching and learning, which can also gives us three metaphorical concepts like millstone, stepping-stone and cornerstone. They correspond with the developmental stages respectively. And we can also consider two metaphoric notions as the main teaching methods. One is the explanatory metaphor, the other is the heuristic metaphor. Under Ryle’s distinction, the former is with task verb notions and the latter with achievement verb notions, though two are closely interconnected in the educational practices. Finally, some concluding remarks have been put as practical guide lines taken by the teachers.
  • 3.

    Hwa Rang Leadership and Identity Education

    MunJungAe | 2014, (54) | pp.59~82 | number of Cited : 2
    Abstract PDF
    Hwa Rang Do is an institution which our ancestors made in tribal times and It is the spiritual heritage in our history and culture. And Poongryudo was expanded to the spirit of Hwarangdo as mixing foreign ideas like confucianism, buddhism and taoism with unique national spirit. Hwarang loyalty was not only the motive power of Silla’s unification of three kingdoms, but also the central spirit of Hwarangdo. It is pursuing a well-rounded education to train talent with literary and martial arts through harmonious development between mind and body. Thus, this study discusses today’s adolescent identity and cultural education of tradition with considering Hwarangdo’s educational idea and the way of training that need to be reviewed in a modern way. 1. It is expected that this study will offer the opportunity of recognizing national roots and traditional culture by contributing to the development of modern recreated contents about Hwarangdo. 2. The establishment of cultural tradition about education can be based on Hwarangdo’s educational idea and the way of training as the cornerstone for the reform to integrate the society keeping the diversity and develop the community. 3. Hwarangdo education can be the ideal model for well-rounded, community, ecological education which alternative schools pursue in common.
  • 4.

    The Learning Concept in Confucianism, 'emulation' : research completed in the category of 'DaoHak[道學]'

    Cheongmi Park | 2014, (54) | pp.83~105 | number of Cited : 6
    Abstract PDF
    The purpose of this paper is to determine the learning concept in confucianism, 'emulation', in the category of daohak[道學]. It is attempted to understand an entire picture of the learning concept in confucianism which combined frame and texture. First, I considered the learning concept by analysing of the literal meaning such as 'dao[道], hak[學], gyo[敎]', the phrase of scripture and literature, the footnote of the scripture phrase. This can be determined that the learning concept has the purpose on the saramdaum, and this is an activity accompanying with self-realization, 'jadeuk[自得]' in the process of experience which somebody wants to reach the 'saramdaum' by developing the educational relationship with a pioneer. Next, I considered the ethical emotions such as consciousness, desire, pleasure of learning agent, by the interpretation of learning agent's narrative. This could be determined that the learning is a work completed in desire for self-realization, and a reliving as the self-realization's way by re-presentation of a pioneer in confucianism. The learning can be lasted by daedae[待對] of gyeong[敬] and heung[興], This can be naturally reached a stage, 'oneness with external objects and self[物我一體]', 'unity with heaven and man[天人合一]'. So it could be determined that the concept of learning is a work making a pattern on their own lives by following the first person, actualized his willingness than others, who made a pattern on his own life.
  • 5.

    The Logic of Creativity Developmentin the Educational Perspective

    JongHyun Son | 2014, (54) | pp.107~141 | number of Cited : 4
    Abstract PDF
    This research maintains that there is an ‘educational logic’ which should govern all the procedures and methods of the creativity development. This educational logic for creativity developments has several features and each of them gives us significant insights. They can be summarized as follows:First, the concept of creativities need to be established along with two particular approaches. One is educational approach, and the other is historical approach. According to the educational approach, we should focus on public education as the primary source in which creativities are to be taught, admitting there exist various types of learning ability. Creativity is simply one of the effects that any genuine schooling naturally brings about. According to historical approach, we should make a systemic change from 'ego to be fostered by outside' to 'ego to pursue from inside', and from 'model character' to 'storyteller to create one’s own knowledge and culture'. Second, creativity is in its nature a universal condition of human beings. As we pursue our interests so as to extend the boundary of human knowledge, creativity keeps growing. Creativity is cultivated by total experiences throughout our mind-body as a whole, pride of oneself, love of immersion and communication capabilities. The communication capabilities involve intellectual achievements of mankind and products in the world of vocation. All children are potentially born with creativity and the creativity is nurtured by educational guides. Creativity is fostered through hidden curriculum of school, works better in the process of reflective thinking, and is finally realized in the historicity of experience, maturing as an achievement of excellent educational activities.
  • 6.

    An Educational Discussion on an Academic Convergence

    jung, chulmin | 2014, (54) | pp.143~165 | number of Cited : 11
    Abstract PDF
    The purpose of this study is to explore a discussion on an academic convergence based on a view of philosophy of education. To accomplish this end, we review an idea of academic convergence and suggest some implications for today’s educational context. An education is no more exception in a rapidly society’s changing. One of demands which from society is that an academic convergence should reflect on a social context. An academic convergence includes changes in a technology as well as in a perspective looking at the life. In addition, an academic convergence deployed in various aspects even tolerate the coexistence between incompatible views. In the same vein, an education has faced with a need for a change in the overall. Firstly, an aim of education should seek an alternative purposes which are more flexible and comprehensive concepts away from the traditional view. Secondly, a curriculum transforms beyond the traditional knowledge which is fixed and definite and embraces the coexistence of variety of courses. An education which has a connection with an academic convergence suggests the challenge to the traditional concept of knowledge in theoretical terms. This kind of education which has a deep relationship with an academic convergence proposed specifical possibility what that mean and how to an education becoming directly involved in a problem of real life in practical terms.
  • 7.

    The Characteristics of “Didactics” of Wolfgang Ratke and John Amos Comenius

    Yeong-Il Paeng | 2014, (54) | pp.167~202 | number of Cited : 0
    Abstract PDF
    This study compares the book 『Didactica magna』, written by J. A. Comenius who is evaluated as the best scholar of teaching and theorist of modern didactics, with “Didactica oder Lehrkunst ” of W. Ratke’. By comparing the two I investigated the didactic characteristics of the 17th century. According to this study, the didactics of W. Ratke and J. A. Comenius is a systematical school education theory for the general people focusing on the systematic management of educational content and teaching material, didactics-learning skills, and school-class-teacher-student. The common areas between the didactics of W. Ratke and J. A. Comenius according to this study is as follows:First, their didactics discussed a new teaching method which had to be introduced. in the prospective of a teacher. Second, they searched for an unforced, certain, fast, and easy way of teaching. Third, they rejected the didactics which focus on memorizing, while insisting on the composition of teaching contents and material according to the age and comprehension ability of the children. Fourth, they emphasized the constant repetition of study. Fifth, they put emphasis in the unity of teaching content and material. Lastly, the discussed teaching-learning and discipline separately.