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2015, Vol., No.55

  • 1.

    The Teacher’s Authority from the Point of Fusion

    KIM JEONG-NAE | 임경화 | 문지영 | 2015, (55) | pp.1~22 | number of Cited : 5
    Abstract PDF
    The paper tackles the educational point of fusion to confirm the authority of teachers. It has also examined the concept and types of ‘fusion’, which can throw light on the paradigm of knowledge-based society. For seeking a solution to the so-called ‘risk of teacher’s authority’, the distinction between conceptions of fusion has been made so that we can establish the ‘tacit’ dimension of it, which has originated from Michael Polanyi. The bridge should be the authority that teacher actually exercise. However, we have seen that it is insufficient to draw a distinction between formal and substantive authorities. Thus the fusion based education, as the paper asserts, requires another conception such as ‘tentative authority’ tentatively. Under this conception, we can conclude that the fusion based education fulfills three prerequisites for the successful education, which are dubbed as logical order, openness and passion. There must exist the significant domain that the cognitive and the affective ones fused each other, which Richard Peters has named ‘compassion.’
  • 2.

    The Educational Implication of the Complexity Thinking

    배재학 | 2015, (55) | pp.23~51 | number of Cited : 2
    Abstract PDF
    The purpose of this paper explores the complexity theory as a philosophy of education is to look at the possibility of applying sought. In this paper I show how complexity theory has challenged the idea of representation and we explore possibilities for an alternative understanding of knowledge in its relationship to reality. The start of modern science in Europe, has been developed on the basis of mechanistic thinking. According to the Descartes, the operation of bodies, ranging from the grass that grows all the phenomena of the Universe can be expressed in exact formulas, and mathematics to indicate that a given phenomenon to check the analytical methodology is needed. The knowledge gained from the mechanistic view of the world predictions were possible for the unknown. Its core is determinism and reductionism. What is determinism, all that happens in the world can be changed from the beginning so determined and selected according to the laws of dynamics, so undoubtedly goes inevitably evolves. I considers questions of continuity and change in education from the perspective of complexity theory, introducing the field to educationists who might not be familiar with it. Given a significant degree of complexity in a particular environment (or ‘'dynamical system’'), new properties and behaviours, which are not necessarily contained in the essence of the constituent elements or able to be predicted from a knowledge of initial conditions, will emerge. This turn derives from developments over the past two decades or so within physics, biology, mathematics, ecology, chemistry and economics, from the revival of neo-vitalism in social thought et al.and from the emergence of a more general ‘'complex structure of feeling’'that challenges some everyday notions of social order. Within these scientific disciplines, an array of transformations took place, loosely known as chaos, complexity, non-linearity and dynamical systems analysis. There is a shift from reductionist analyses to those that involve the study of complex adaptive matter that shows ordering but which remains on the edge of chaos. Developed principally in the fields of physics, biology, chemistry and economics, complexity theory arises in some senses out of chaos theory, and before that, catastrophe theory, in that it shares chaos theory’'s focus on the sensitivity of phenomena to initial conditions that may result in unexpected and apparently random subsequent properties and behaviours. Jones points out that the term ‘'complexity’' is frequently used in a manner which suggests that it is a unified concept, which may contribute to a neglect of the range of different theories that deal with the implications of complexity. The concepts of complex systems include multi-scale hierarchical organisation, emergent patterning, agent-based modelling, dynamical tractors and repellors, information flows and constraints, system-environment interaction, developmental trajectories, selectional ratchets, fitness landscapes, interaction across timescales, and varieties of self-organisation. I suggests that the language, concepts and principles of complexity are central to the development of ‘'a new science of qualities’' to complement ‘'the science of quantities’' that has shaped our understanding of the physical and social worlds. Complexity offers a theoretical framework for acknowledging and helping to sustain the self-organising capacity of fully embodied systems that are realised through the intra- and inter-actions of agents within the boundary that those activities help to generate and sustain. For educators, complexity thinking points to structural conditions that one can implement to help students become aware of how self-consciousness does not precede or follow pedagogical encounters.
  • 3.

    The Ontology and Epistemology of School as Complex Adaptive System

    Imsup Sim | Ko, Jin Ho | 2015, (55) | pp.53~78 | number of Cited : 1
    Abstract PDF
    This study is about ontology and epistemology of learning system of school as complex adaptive system. Since early 20th century there are cognitions that many social or natural phenomena are seldom explained by linear causal relation. These cognitions have influenced educational researches and practices. So some peoples look school system as complex system. Research and practice around complexity education is short and humble. But the philosophy underlied in the complexity education is long and deep. The philosophy or discourse of complexity education is interobjectivity. In the ontological perspective of interobjectivity, the reality is composed of the virtual and the actual. There are virtual relationship among numerous agents compose the school as a complex adaptive system. And actual school or learning phenomena are the emergent system from the virtual. By the epistemological perspective of interobjectivity the world is brought forth by interaction of agents. Here the agents are also transformed in the process of bringing forth. And they bring forth another world different from the past. And agents make another world each other.
  • 4.

    A Gadamerian Hermeneutic Inquiry into Korean English Teachers’ Communication with Native English Speaking Teachers

    Lee,Seung-Ryul | 2015, (55) | pp.79~98 | number of Cited : 2
    Abstract PDF
    In the globalized world of today it is inevitable for us to live with people from different cultures. Globalization also requires Korean English teachers to work with native English speaking teachers in their classes. We have believed that the teachers would collaborate with each other successfully in carrying out teaching students in class. However, some teachers I met told me that they have not usually done co-work with each other and divided their roles in class. I have wondered what happened in English classes. While seeking for the answers for the query I have found that two factors, a societal hegemony and a administrative political power, had a great influence over the two groups of teachers and brought about conflicts between them. In order to reduce the conflicts, I have adopted Gadamer’s(1994) suggestion: “we must place ourselves in the other situation in order to understand it” (p. 330). I propose that native English speaking teachers learn the Korean language and cultures as Korean English teachers make efforts to learn the English language and cultures. This endeavor would make the class a space of understanding and sympathy and thus reduce the distance between the two groups of teachers and reach a peace between them in the end as suggested by Gadamer(2007).
  • 5.

    A Study on Essence of School Bullying based on Hannah Arendt's Concept of ‘The Banality of Evil’

    Lee, HyeiJung | Byeongkug Song | 2015, (55) | pp.99~125 | number of Cited : 6
    Abstract PDF
    School Bullying phenomenon was analyzed base on 'the banality of evil' of Hannah Arendt in this study. That is, the mechanisms was explored how the banality of evil which was characterized by thoughtlessness and inability of speaking was revealed and the context was analyzed that the banality of evil was emerged by peer culture with pyramid structure of hierarchical arrangement. School bullying was occurred based on pyramid structure of hierarchical arrangement in the classroom and peer group united organically with violence ideology therefore each person show violence - permissive attitude in this process. Pyramid structure of hierarchical arrangement along side force in the classroom was made subject of being upholded and followed for preserving the implicit order and class of force and youth could not sympathy with peer because of youth members' complying with this implicit and immanent order and eliminating thought. As a result of that, the banality of evil was observed in the school bulling phenomenon that is, before Hannah Arendt reported with Eichmann. Youth thought tat they used slang of peer group habitually for expressing intimacy but this phenomenon occurred in the way to obey implicit order including violence ideology and then each person lose their own language and evaded responsibility for school bullying. There is suggestion on the understand about school bulling philosophically and fundamentally in the view of point that the banality of evil through Eichmann was emerged as result that totalitarianism carried out itself to Eichmann and the worst violence of totalitarianism was to eliminate the human plurality. In other words The banality of evil have been already observed in the school bullying phenomenon because neoliberal education policy from 1995 reorganized all of school and have endeavored after making new a desirable human character that utilitarianism was actualized, youth already realized intuitionally that they were not equal anymore and each person were not unique. Class according to the force of members had solid loyalty to the effectiveness and economic feasibility even though it was implicit. Evil of violence was not the state in the absent of will and conscience therefore before emphasizing morality for preventing school bullying Youth have to recover the ability of thinking and speaking in order to realize and communicate themselves. Even though recovering the ability of thinking and speaking cannot raise the morality automatically youth need to perceive attitude of consideration and tolerance though being aware of the human plurality. The very person to make a difference is person who is right there though changing peer culture characterized by hierarchical order and refusing force of accord with it.
  • 6.

    Natality, love, and Education in Hannah Arendt

    Tae-Pyeung Lim | 2015, (55) | pp.127~163 | number of Cited : 2
    Abstract PDF
    In the fields of political theory, philosophy, modern and cultural studies, Hannah Arendt(1906-75) is a critical thinker and an acknowledged figure, and particularly also is an odd, even awkward figure to turn to if one is seeking to inquire her philosophy of natality: It is very difficult to understand Arendt's philosophy of natality, for her philosophy is based on the phenomenological, existential, and christian theological background, 'Natality' is central to Hannah Arendt's understanding of political life. It refers to the fact that human beings are constantly born into the world, and are continually in need of introduction to the world and one another. This is what makes natality the "essence of education." Therefore, Arendt's term for the notion of human beginning is natality by which she describes three human experiences; factual natality, political natality; and theoretical natality. And then the first birth is factual natality in which humans are born into the world, the second birth is political natality, in which we insert ourselves into the human world with word and deed, and the third birth is theoretical natality, timelessness of thought what Rousseau called the second birth. Hannah Arendt offered a critique of "progressive education" in the United States. And also Arendt inveighed against a narrow instrumentalism, an approach that imagines that education is centrally about imparting the skills needed to work in the marketplace of the day. In this paper, I shall try to analyze and consider "natality, love, education in Hannah Arendt," and to inquire its implications for Korean reality of education. Finally, I think that Arendt's philosophy of natality can be applied directly to the situation of education we face today. Summing up: Ⅰ. Arendt's life and philosophical background. Ⅱ. Natality as philosophical theme: 1. Human experience and natality; 2. Natality and mortality; 3. Category of natality and love. Ⅲ. Natality, amor mundi and education: 1. Natality as essence of education; 2. The condition of natality and amor mundi; 3. Amor mundi and education.
  • 7.

    Education of Ancient Athens featured in Aristophanes’ Nephelai

    Chang Chi Won | 2015, (55) | pp.165~190 | number of Cited : 1
    Abstract PDF
    The purpose of this paper is to analyze Aristophanesʼ comedy Nephelai (or the Clouds). The three main subjects of education that have roles in learning and instruction are the relationship among the teacher, student and parents. In Aristophanes’ Nephelai, Strepsiades, the father of Pheidippides, tried to learn “adikos logos,” a rhetorical tool to persuade and deceit people in any subjects. Pitted with a financial crisis, Strepsiades had to throw away his old fashioned living style and ordered his son Pheidippides, who was very much childish and fanatic of horse racing which was a hobby of the rich, to obtain education from Socrates the philosopher. Under the guidance of Socrates, Phedippides became a changed man that was sarcastic and did not believe in hypothetical concepts of gods. The relationship among the teacher, student and parents as seen in Socrates, Pheidippides, and Strepsiades, shed light onto the model of education in ancient Athens. These teachings from great Greek philosophers who tried to save the demolished polis by means of education may be able to be used as a model to consult for the reform of current education.
  • 8.

    The Self in Neuroscience: Philosophical Issues and Education

    Han,Ill-Jo | 2015, (55) | pp.191~218 | number of Cited : 5
    Abstract PDF
    This study aimed to figure out the change of images in the concept of self throughout neuroscientific literatures, to analyse related philosophical issues, and to seek some educational implications. The result is as following. With the development of neuroscience, there has been some change in the image of human self. The concept was extended wide enough to include affective and nonconscious dimensions, and there were inclinations toward reductionism and anti- volition. Consequently, the philosophical issues of mereological fallacy, physical reductionism, and denial of free will had to been dealt with. Educationists should be aware of the results of philosophical debates regarding neuroscience. And we need to cope with the problems of neuromyths, nueromania, and neurophobia. We would better take the way for neurophilia.