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2015, Vol., No.57

  • 1.

    Heidegger's accounts of Language and the Role of Teachers

    이소영 | 2015, (57) | pp.1~24 | number of Cited : 2
    Abstract PDF
    presuppositions at work in current discourse of education, particularly that concerns efficiency. To this end, I explore alternative accounts of language via the philosophy of Martin Heidegger. Then, on the basis of this alternative account of language and thinking, I seek a new path to think education particularly in relation to the teacher’s responsibilities. I do this not in pursuit of certainty and clarity but to dwell in obscurity in a kind of humility—that is, in acknowledgement of human finitude. Rather than scrutinizing language, by being in language, human beings can experience the world in a different and a richer way. Through Heidegger’s accounts of language as poiesis, we would find a path to overcome the threat of enframing which restricts us in a particular way of thinking. Within the view of uncertainty, the poetic attitude toward the world and students can overcome the discourse of efficiency and certainty. Furthermore, dwelling in the moment which acquires responsiveness and receptiveness enables us to listen to saying of language. And in the sense that the revealing of the world by saying is only possible by us, these attitudes are not only passive, but active passiveness. Towards the end, it should be noted that Heidegger's somewhat complicated language is necessary because we need to be disturbed out of our accustomed ways of thought. It is when dwelling with this different kind of language that new possibilities of thought and practice come to light.
  • 2.

    Education Phenomenological Understanding of Youth based on their Life-World of Smartphone Culture

    Lee, Seung-hyeong | KANG GI, SU | 2015, (57) | pp.25~52 | number of Cited : 1
    Abstract PDF
    Understanding youth is the premise of youth education and its most important element. However, the existing education has only focused on empirical studies and other studies dealing with the pitfalls of smartphones in understanding the youth. Thus, this study aims to explore their life-world of smartphone culture with a phenomenological perspective to understand their characteristics. The purpose of this study is to promote a proper understanding of youth as individual entities. The smartphone culture of youth consists of the following five types of life-worlds with a phenomenological perspective: communication world with online communication; collective intelligence world with information-sharing and participation; digital play world with social games; self-expression world with diverse expressions. Based on the finding, the characteristics of youth can be divided into the following: relationship-oriented entity based on communication; self-creative entity based on digital narratives; explorative entity based on collective thinking. Thus, the smartphone culture of youth should be understood with balanced perspectives, rather than regulations. It will lead to proper understanding of youth as cultural entities and educational environment suitable for their characteristics.
  • 3.

    The Wlements of Women’s Education in Aeschulos Oresteia

    Chang Chi Won | 2015, (57) | pp.53~76 | number of Cited : 0
    Abstract PDF
    In this paper, I tried to figure out the elements of women’s education in Aeschulos Oresteia. Oresteia is the only trilogy which was based on the myth of Atreus family. In ancient Greek women were enforced to focus on their private life; however women character shown in Oresteia had capabilities to be a role model. They also affect the male citizens to change the viewpoint for the woman. There were three women in this trilogy: Ipigeneia, the daughter of Agamemnon and Klytimenestra, Klytimenestra, who killed Agamemnon after coming back from Troy, and Electra, brother of Ipigeneia who killed her mother for father's honor. Unless her resistence, Ipigeneia was the victim of the rituals for Agamemnon's troops which made Klytimenestra fury. Klytimenestra was considered evil character who killed her husband and affair to Aisgistos; however she was very active person for accomplishing her own purpose. her smart and bright deceive Agamemnon and almost without the help of Aigistos, she could kill the the daughter's slaughter. However her revenge provoked another innocents people's death and pain that was connected to another vendetta. Electra was different figure from Iphigeneia and Klytimenestra. She overcome Iphigeneia's weakness and strongly adhere to life based on justice(tropos dikaios). Electra who had kept Orestes safe prayed Orestes homecoming in front of the tomb of Agamemnon. After their reunion She transfer the memory of Agamemnon and cheer and help the revenge of Orestes. She kept median between Iphigeneia and Klytimenestra and her action was active in the allowance. All three characters gave some paradeigmatic role women to ordinary citizen in Athens, which enhanced understanding of women and their attitude on women's education.
  • 4.

    A Study on Education for Children of Erasmus

    Jeong Eun Ju | Chang, Shahyung | 2015, (57) | pp.77~102 | number of Cited : 2
    Abstract PDF
    The studies on educational ideas of Erasmus are mostly about the Reformation based on his theological background, Luther, and Christian education. Focusing on his representative and essential educational book, Education for Children, this researcher intended to examine his educational ideas. Erasmus regarded that only humans need education, which builds up their complete humanity. On the basis of such belief, the purpose of education, method and content, and roles of parents and teachers that Erasmus asserted were investigated. First, Erasmus argued that the purpose of education should be that pursuing the wisdom and living an upright life are human nature and it is realized through rationality. That is, humans should live an intellectual, moral, and good life by developing their rationality through education. Second, several kinds of methods and content are suggested according to this purpose of education. Since the earlier the time of education is, the more the effect is, education should start as soon as children are born. In addition, one of children’s characteristics, instinct of imitation, should be actively made use of to classical language and exact language education. He said that if fables would be told as the contents, both linguistic competence and ethical lessons could be acquired at the same time. Erasmus thought children should be given moral lessons through comedies and proverbs as well as fables. He asserted that children should acquire moral lessons naturally as comedies would deliver characters’ personalities and the lessons through humor. Lastly, Erasmus discussed roles of parents and teachers. He commented a duty of parents would be to help their children fully realize their humanity and nature right after their births. He also said another duty of parents would be that unless parents could perform the role, they should find good teachers for children’s education. Accordingly, teachers entrusted by parents should be excellent with their intellect and morality as well as respect of people. He asserted that teachers should treat children with carefulness and gentleness at class activities on those basis. He insisted that boring processes of classes should be performed like a play. In addition, Erasmus denied corporal punishment as a teaching method and emphasized on disciplining children with teachers’ love and affection, and praise and encouragement.
  • 5.

    Critical Reflection on a Internationalization of Higher Education: focused on ontological turn

    jung, chulmin | 2015, (57) | pp.103~123 | number of Cited : 1
    Abstract PDF
    The purpose of this study is to critically reflect a discussion on a concept of internationalization of higher education based on a view of ontological turn. To accomplish this end, we look into a myth of internationalization of higher education and examine thoroughly a possibility of ontological turn. It also suggest some implications for today’s internationalization of higher education. A Common idea of internationalization of higher education is facing a chaos and a chaos make some debate which is related with a concept of subject. In this sense, ontological turn means both changes of the university itself and of faculty and student who are referred to subject of higher education. This is a ‘real’ challenges. According to Barnett, internationalization of higher education should be emphasized that the recovery of the ontological voice and try to integration of academic and vocational view on higher education. This perspective highlight a self-awareness as a subject both faculties and students. And a change in viewpoint to ontological view emphasized that voluntary participation in internationalized higher education beyond a uniform government-led push to internationalization of higher education. More particularly, ontological turn is possible in a method for international cooperation and attract international student.
  • 6.

    Froebel’ Educational Thought and Teaching Practice: Gifts and Subjects as Media of Self-Cultivation

    Jung, Hye-Jin | 2015, (57) | pp.125~150 | number of Cited : 0
    Abstract PDF
    The aim of this dissertation is to interpret Froebel's educational theory in the light of Buddist philosophy. Most researches on Forebel has been principally made in the field of early-childhood education or religious education. This is understandable in view of its special emphasis on early-childhood period and its strong religious scent. It is true that the essential meaning of Forebel's educational theory as a ‘general educational theory’ has been hidden behind these characteristics for a long time. What I want to do in this dissertation is to disclose the essential meaning of Froebel's educational theory by mitigating its strong emphasis on the early-childhood period and religious scent. Not until it is interpreted in the light of Buddist philosophy will the essential meaning of Froebel's educational theory be properly revealed. Considered in the light of Buddist philosophy, Froebel's educational theory as shown above remind us of two dimensions of education, the metaphysical and the practical. Naturally, Froebel's two concepts, ‘Divine Spirit’ and ‘triunity’, designate the metaphysical dimension of education that can be explained in the light of the meaning of Buddist's ‘眞如’. Froebel's school-subjects and self-activity designate the practical dimension of education that can be explained in the light of Buddist's ‘方便’. Only by interpreting Froebel's principal concepts in the light of Kantian concepts, we understand that Forebel's principal concepts such as ‘the Divine Spirit’, ‘triunity’, school-subjects, ‘gifts’ and self-activity are intended for answering to the question: In what sense are school-subjects and gifts the expression of the Divine Spirit, and what is the Divine Spirit expressed there? The Divine Spirit expressed in school-subjects is exactly ‘眞如’ as ‘cause of all things’, and is not different from child's mind as a logical cause of education. In conclusion, Froebel's educational theory is a self-cultivation theory in the most perfect sense in that it shows the triple relationship of the Divine Spirit and child's mind and school-subjects.
  • 7.

    John Dewey’s Theory of School Reform and Its Modern Implications

    Hyeon Ju Choi | Lee, Byung-Seung | 2015, (57) | pp.151~176 | number of Cited : 0
    Abstract PDF
    The aim of this study is to investigate Dewey's theory of schools in his works and to examine critically its effects based on the situation of our schools. Conclusions are followings: Firstly, we confirmed that Dewey's theory of school constructed by sharp observation and deliberate insight about undesirable situations of elementary schools and secondary schools. Dewey criticized continuously unreality, incompetence and inadaptability of schools in those days. Furthermore, he tried to reform elementary schools and secondary schools for reconstruct new society. Experimental school in Chicago was one step to reform American schools confronted with changing situations. Secondly, we found that Dewey suggested some important needs and directions of school reform based on the systematic examination about problems of school. Dewey attempted to change traditional conception of school. Thus Dewey insisted that schools have to grow the life experiences, to play as center of social reform, and to learn democratic procedures. Thirdly, we examined the undesirable situations and roles of our schools governed by traditional methods based by Dewey's theory of school. Although problems of our school is not same to its problems in Dewey's day, conceptions and suggestions about school of Dewey will usually throw hopeful light to our school society to want essential reform and progressive change in immediate future.