The purpose of this article is to interpret the last sentence of Dewey's “My Pedagogic Creed” which says “the teacher always is the prophet of the true God” on the basis of Dewey's theory of education.
According to Dewey, human natural aptitude is expressed in the form of a babbling at the beginning, rather than being expressed externally as a completed form. Therefore, it is not easy to capture the meaning of the early human aptitude expressed in the form of a babbling, just as the babbling itself is not distinguished from a meaningless noise.
The very first role that a teacher must perform in the place of education is to capture the student's spontaneous energy. The teacher, utilizing her or his subject knowledge, can predict the development of the primitive form of student's aptitudes. The second role of the teacher is to provide an appropriate educational environment so that the captured student's babbling can develop into a human language.
The role of capturing an individual's aptitude and helping it to be realized in an individual's life can only be done by the teacher. Parents can not completely replace the role of the teacher, and it is almost impossible for an individual to discover her or his own natural aptitude.
In terms of discovering and realizing the unique abilities inherent in humans, the teacher can be given the title of a prophet of the true God based on the traditional conception of God. And by keeping the active relationship between the student's present energy and its future outcome, the teacher is entitled to the honorable title of a prophet of the true God based on Dewey's conception of God.
Who should have the authority to make decisions for children’s education? This question is continually being raised whether it is in educational theory or educational practices. A recent state policy that tries to switch autonomous private high schools into general high schools is a good example of these. Switching autonomous private high schools into general high schools is clearly related to the issue of not just the diversification and publicness of eduction but also parents’ right to educate children. Therefore, in such a situation, there may be a conflict between state responsibility for education and parents’ right over their children’s education. In such a dilemma, what is the proper way of understanding parents’ right to educate children and state responsibility for education? In answering this question, the study will first examine philosophical justification of parents’ right over their children’s education and then will attempt to look at the situations that state may intervene and limit parental educational rights. Lastly, this study will discuss how the issue of autonomous private high schools, which raise a controversy between parents’ right to educate children and state responsibility for education, is properly understood.
This is a study on Foucault's Heterotopia. Foucault' Heteropia is different from the totalitarian Utopia that Thomas More claims. And Utopia is a space that can not be said to have educational ideals realized. Foucault Heterotopia, however, is a practical space and one that is capable of realizing educational ideals. According to Foucault, Western culture has undergone a mainstream episteme. General epistames depresses individual epistames. It is Heterotopia that actively expresses the unique thoughts of such as the mirror, attic, Indian tents, libraries, art galleries, and museums. This is a place where there is no forced or oppressed, where one makes one's own voice heard, and where there is not morality by the other, but autonomous morality. It is a place where you can reflect on yourself and actively choose and practice ethical actions. In addition, it is a social space that rejects panopticon of surveillance and punishment. It is a society that respects individuals.
This study focused on the meaning of ‘educational philosophy’ by the method of corpus analysis. There is the difference of meaning on educational philosophy between professional researchers and publics.
This semantic phenomenon implies that the image acoustics of ‘educational philosophy’ are not matched between two groups.
This study, which originated from Saussure's linguistics theory, examined the semantics of educational philosophy in the <Trends 21 Corpus>. Unlike philosophical inquiry on education, the definition of educational philosophy, the general public use ‘educational philosophy’ like the connotation of secret of successful learning and child nurturing.
Given the power of the media and the mass, these tendency could affect the meaning and definition of educational philosophy.
Professional researchers should investigate these acoustic image from the sense of linguistic and educational approaches. These researches could contribute to clarify descriptive and normative meaning of the educational philosophy.
This study analyzes and compares the contents of the prohibited history textbooks to the officiated curriculum textbooks during the Japanese Intervention period. By doing so the study will discuss the curriculum regulation through the new educational sociology aspects.
The results are as follows. First, the Residency-General placed Japanese advisors in educational faculties to prepare a foundation for colonial education. It was intended to influence the educational system and its contents by displaying their superiority represented by their group of elites.
Second, In 1908, the authorities issued the textbook regulation, which controlled the contents of the education before the book was published. The standard for the regulation was to exclude contents that are disadvantageous to Japan, and is favorable to colonial rules.
Third, The prohibited textbooks contained contents that violate the standards. This shows that during the Residency -General period the textbook examination system was a tool to control school curriculum.
Fourth, after comparing the contents of both prohibited textbooks and regulated textbooks, the prohibited history textbooks included the national independence, the victory over the Japanese, patriotism, and unfavorable relations with Japan. On the other hand, the regulated textbooks omitted patriotism and ethnicity-independent content, and instead filled its content with a friendly relationship Korea had with Japan at the time.
This phenomenon proves that knowledge and the way of thinking are favorable towards superior groups of society and have an influence in determining the content of school education. This is the new education sociology theology.
Present understanding of humanity is a kind of pessimism based on biological reductionism. However, an English physician and philosopher, Raymond Tallis, notwithstanding his career as neurologist, criticizes the scientistic interpretation of humanity, and then emphasizes some grounds for new humanism. His themes for new humanity consist of handkindness, existential intuition, and explicit knowledge. Educators thus could pursue the enlightenment project of human enhancement and progress based on reasonableness of men.