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2016, Vol., No.60

  • 1.

    A Study on Political Nature of Paulo Freire’s Education Theory

    김부태 | 2016, (60) | pp.1~38 | number of Cited : 4
    Abstract PDF
    This study aimed to explore the meanings of Paulo Freire’s proposition, “education is politics”. To explore them, this study examined theoretical backgrounds on the political nature of education, analytically considered Freire’s viewpoint on the political nature of education, and discussed directivities of his viewpoint, through reviewing his representative works and the related studies. The results of this study were as follows: (1) Arguments about political neutrality of education assumed political conservatism in that most of the arguments concluded in favor of the stable equilibrium of existing society, (2) Freire’s viewpoint on the political nature of education was based on the theory of relative autonomy of education, (3) Main contents of Freire’s viewpoint are as follows: ① Political nature of education originated from educabilities of human as an ideological being, ② The base of political nature of education was universal human ethic, ③ The context of his viewpoint was historical fields of inclusive education, and ④ His viewpoint had an optimistic prospect that education would be a power of social change. (4) To Freire, politics of education means social practices which the persons directly involved in education choose, decide, and struggle through teaching and learning for human liberation. (5) His proposition, “education is politics” means that education may be a power of stabilization or change of existing society, but he hopes education becomes political power for human liberation. (6) His viewpoint implies orientations to realize humanization, partisanship to the people, learning society, and radical democracy
  • 2.

    The Unconscious Knowledges of the Lacan School, and It’s application to Education

    Mok Young Hai | 2016, (60) | pp.39~64 | number of Cited : 2
    Abstract PDF
    The purpose of this study is to investigate into a possibility of unconscious knowledge, a relationship of the unconscious knowledge and the conscious knowledge, and educational implications of unconscious knowledge. Almost of teachers and educational researchers think that the unconsciousness is filled with instincts, drives, and trauma, so the unconsciousness should be under discipline. prohibition. But Lacan, French psychoanalyst, argues that the unconsciousness is a kind of language. Let me explain, there are two kind of signifiants, the natural signifiant and the libido laden one. and the natural one is placed within the consciousness, the libido laden one is placed within unconsciousness. So we can tell the unconsciousness consists of the libido laden significants. In according to the Lacan School, the natural signifiants are developed into the consciousness knowledge, the libido laden significants in the unconsciousness are developed into the unconscious knowledge, and the unconscious knowledge is base for the conscious knowledge, in other words, the conscious knowledges is not a being without the unconscious knowledges. In terms of the unconscious knowledge for the conscious one, teachers and educational researchers must take new attitude about the unconsciousness and it's educational implications. Educational researchers try to make educational strategies to activate unconscious knowledges, and teachers try to take the unconscious knowledges into consideration when they teach students textbooks.
  • 3.

    Neo - Confucianism and Contemporary Education - A Spiritual Approach for Mystery of Education -

    Park, Jong-Chun | 2016, (60) | pp.65~92 | number of Cited : 1
    Abstract PDF
    Contemporary education, being conducted under the premise of regarding education as a means of achieving external goals, exposes problems mainly caused by the dichotomous separation of perception and practice as well as the instrumental view on education. As an alternative to overcome these problems, this author, with an aim of setting internal educational goals which emphasize the metaphysical realism as an ultimate goal, suggests a spiritual approach towards the mystery of education witnessed in the neo-Confucianism, by focusing on the internal value judgment criteria within the educational activities. This paper shall particularly discuss and prove that the “engagement of mystery”, which studies and puts into practice not from a limited individual level but from the universal dimension by sublimating the daily experiences of an individual into an ultimate reality through the existence of reverence(敬), the spirit of neo-Confucianism that integrates organically the mind and body, and the learning and embodiment of rituals(禮), a cultural flow system of neo-Confucian spirit, is viable from the perspective of practice, and from the theoretical perspective of “Nature is Principle(性卽理)” which sees nature is principle, the twofold structure of the world is linked to the dual structure of education viatwofold structure of mind. Identifying an the individual with the universe(天人合一) and completing myself as well as others(成己成物) show well the educational goal of neo-Confucianism. In order to achieve such educational goals, neo-Confucianism sees the educational curriculum as a dynamic structure between the universal nature and the individual reality, and stresses the balance and parallelism between learning and thinking, and “honoring virtuous nature”(尊德性) and “maintaining constant inquiry and study”(道問學). The educational review of neo-Confucianism with the above-mentioned goals, structure and methodology shall contribute consistently to the expansion of potential in developing alternative educational theories and conducting actual education.
  • 4.

    Analysis of Sun Wen’s Revolution Education from the Perspective of Nationalism

    Wie Minsung | Woo,Beodle | Shin Chang Ho | 2016, (60) | pp.93~116 | number of Cited : 0
    Abstract PDF
    In this research we analyze Sun Wen’s revolution education from the perspective of chinese nationalism. Sun Wen instigated the revolution of 1911 and established the first Chinese republican government; his “three people’s principles” played an important role in modern Chinese politics. Sun Wen tried to remind the people and make them conscious of their sovereignty through education. Critical of then-the feudalistic education, Sun Wen incorporated Western-modern education in to his philosophy of education, which then provided theoretical framework of the Chinese revolution. At the core of it was the so-called “advanced education”, based on Chinese nationalism, which encourages people to fight for independence as well as national prosperity and defense. The advanced education consisted of “proclaim education” and “constructive education”. The proclaim education was a means of disseminating revolutionary ideas through an armed struggle against Ching dynasty; the goal was to encourage people to participate actively. Constructive education could be divided into two periods, namely the period of pre-republic of China and post-republic of China; the aim and process of education in the former period was to “wipe out” the Manchu people of the Qing dynasty while in the latter, to build a country predicated on Chinese nationalism, which was hostile towards the Qing dynasty and any other thoughts that do not accord with it. The main purpose of revolution education was to inspire Sinocentrism and to solidify the country of the Chinese people. Ultimately, Sun Wen’s philosophy of revolution education provided foundation for the construction of a country of the Chinese people in which inspirational writing for the welfare of the people, loyalty to country, and public service are realized.
  • 5.

    Heidegger's Concept of Thinking as Gelassenheit and Its Implications for Education

    이소영 | 2016, (60) | pp.117~139 | number of Cited : 2
    Abstract PDF
    In this article, I explore alternative accounts of thinking via the philosophy of Martin Heidegger. In order to re-examine thinking, I focus on Heidegger’s conception of Gelassenheit. This usually is translated as ‘letting-be’ or ‘releasement’ and is a concept through which the idea of thinking in nearness comes into clearer focus. In this sense, I investigate what it means to be ‘in nearness’ to things, and seek a way to experience nearness in thinking. After the so called ‘turn’ (Kehre) in his thinking, Heidegger specifically moves his concern away from Dasein, and towards language and poetry. It is at this point that Heidegger begins to develop ideas about being connected to the world, into the concept nearness. According to Heidegger, we experience nearness in the essence of thinking. The term Gelassenheit has an immediate connotation of passivity. Yet, in this article, I shall illustrate its rather active qualities in silent peacefulness. It is certainly through this conception, as will be argued, that we are afforded the chance to experience thinking in its dynamic relationship to the world. I attempt to show how Gelassenheit permits things to be seen as themselves beyond the representational view which is based on subject-object division. In the end, I turn my attention to education, particularly to the question of what we might need if there is to be an adequate relationship between the world and the students/teachers. I shall argue that in this technological era, learning has been reduced to a possession of knowledge that is mere information or facts, and educational policy is mostly concerned with how to deliver knowledge more effectively. Accordingly, supposedly scientific ways of thinking have been encouraged both for students and teachers alongside target-oriented teaching, objective learning, and time-efficient ways of classroom management. I shall attempt to illustrate an alternative way to understand thinking in education divergent from its dominant discourse.
  • 6.

    An Educational Proposal against the Problem of School Violence: Focused on Managing the Autonomous Committee for School Violence Countermeasure

    Chang, Shahyung | Kim, Kwangsoo | 2016, (60) | pp.141~164 | number of Cited : 10
    Abstract PDF
    This paper aims to ascertain the problems of composition and institutional function of The Autonomous Committee for School Violence Countermeasure that is set up by The Act on the Prevention and Countermeasure against School Violence, and to present improvement measures to recover its educational purport by fulfilling appropriately this Committee’s function as a special organization for the solution of school violence cases. The problems of composition and institutional function of The Autonomous Committee for School Violence Countermeasure that this paper brings to light are as follows: First, this Committee has the problem of composition because the inner members of the school constitute a large majority of this Committee, and the problem of partiality and insufficient expertise to treat cases of school violence. Second, the provisions for measures toward victim students and assailant students that are regulated in The Act on the Prevention and Countermeasure against School Violence are prescribed in abstract terms. Third, the greater part of measures that The Autonomous Committee for School Violence Countermeasure resolve on victim students and assailant students are administrative or punitive measures rather than educational ones. Fourth, the steps to school violence cases at present are taken by dual system; that is, educational system and legal system. This procedure gives rise to troubles such as different or contrary decisions on same cases. This paper proposes improvement measures which can modify this Committee to strengthen expertise and impartiality and to fulfill its educational effect in managing and resolving school violence cases as follows: First, this Committee has to be established on the outside of school; that is, on the District Office of Education in each local autonomous entity. Second, the abstract and subjective provisions for measures toward victim students and assailant students have to be revised into the concrete and objective provisions by amending The Act on the Prevention and Countermeasure against School Violence. Third, the administrative-oriented ways to treat school violence cases through this Committee has to be sublated, and the educational-oriented way to pay attention to the needs of victim students and assailant students has to be strengthened. Fourth, educational approach to help victim students and assailant students prior legal proceedings to deal with school violence cases has to be adopted.
  • 7.

    Educational Implications for Schooling based on Two Theories of Narrative

    CHO INSOOK | Hyeonsuk Kang | 2016, (60) | pp.165~191 | number of Cited : 12
    Abstract PDF
    The purpose of this paper is to examine two theories of narrative and draw educational implications for schooling. Narrative could be either inborn abilities supporting endogenous theories or acquired abilities with intentions, beliefs, values and desires upholding plightmodeling theories. Schools should be the place where students not only make their experience meaningful but also understand the world through active communication with peers and teachers. Narrative theories suggest that we should design narrative-based instruction which will facilitate meaning making, give students a variety of opportunities to understand human mind which has an influence on human actions and plights, and use culturally acceptable teaching and learning strategies.
  • 8.

    The Xing(性) - li(理) Worldview and Neo - Confucian theory of Learning - focusing on the issue of its justification -

    Hwang, Keum-Joong | 2016, (60) | pp.193~240 | number of Cited : 3
    Abstract PDF
    The neo-Confucian theory of learning is premised upon the xing-li worldview. As such, what the xing-li worldview is, how it is justified, and what influence it actually has on concepts of learning are essential problems in understanding the neo-Confucian theory of learning. This article first describes the meaning of xing and li, and the characteristics of the human condition and cosmology derived thereof. Next, it is argued that 'experience' is the primary mechanism for justifying the xing-li worldview. It is contended that in the Western academic tradition the primary mechanism for justifying truth is linguistic-logical Reason, whereas in neo-Confucianism this role is fulfilled by 'experience,' which is understood to broadly encompass knowledge and conduct, emotion, intellect, and spirituality. Additionally, the existence of sages as exemplars of the paramount of experience also functions as a basis for justifying the xing-li worldview. This article continues on to discuss how the theory of learning construed in this worldview has satisfied and deviated from the ideal of xing-li throughout the history of its practical application. In the process of discussion, it is also examined how the worldview of xing-li could be understood, supplemented, and critiqued from the point of view of 240 교육철학 제60집both Reason in the Western philosophical tradition and the Daoist perspective of Laozi.