KJC Korea
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The purpose of this study is to understand students’ religious freedom in schools. First, this study discusses the philosophical justification of religious freedom, and then discusses how to understand the religious freedom of students, especially in the context of Korean schools. This study is concluded with a suggestion for a desirable direction in relation to the religious freedom of students in schools. Needless to say, it is clear that student religious freedom should be respected in schools. In a democratic society like Korea, respecting student religious freedom will give students an important opportunity to choose the way they want to live, express it, and learn about their rights and responsibilities as citizens. On the other hand, the ‘special environment’ of schools may limit or encourage student religious freedom in schools. Especially in the case of Korea where private schools play the role of public education, there is a high possibility of conflict between student religious freedom and freedom of religious education at private schools. In this circumstance where the private school is serving as a public education with enormous economic support from the Korean government, the school should ensure students’ freedom of choice in religious classes or activities and allow students to express their religious beliefs freely.

The subject and the subjectivation are two main subjects which pass through the whole philosophy of Michel Foucault. Based on this assumption: “the man is not born as a subject, but become a subject as a result of experiences”, all his researches are focused on the subject in its relationship of knowledge, power and ethic. These three domains are closely connected as the experiences forming the subject. The ‘self-subjectivation’, in which the later research of Michel Foucault is specially interested, does not mean the subject which is composed of the power relationship, but the formation of the subject, with which a person gives a style to his life, and constructs himself by practicing the technique of the being. The ‘self-subjectivation’ is the ethical practices, with which the Ancients took care of themselves for their lives. They raised themselves as an ethical subject without compulsory regulation, and enjoyed the autonomy as the subject of their lives. In this context, ‘self-subjectivation’ is opposed to the heteronomous subjectivation, and signifies the experience of a subject formation, which precedes the notion itself of the subject. Another concept, in which this study is interested, is the critique, which is actually an another word signifying the parrhesia. But the critique differentiates from the parrhesia, in the sense that, if the latter requests the others, the former needs the ethical attitude toward oneself without the others. In other words, the critique is the possibility of ‘self-subjectivation’. Specially, the work which examines the theoretical meaning of Michel Foucault through his life, is another ethical model, because the philosophy means for him the critical work to the thoughts, of which the ultimate aim consists in the change of the self.

The purpose of this study is to explore the images of the children in ‘Samgukyusa’ from the point of view of media. The results of this study are as follows. In ‘Samgukyusa’, a few children appear as an incarnation of the Buddha, a media to realize filial piety, as an important subject forming the public opinion of that age, and as a media that symbolizes the extraordinary qualities of the leader. In conclusion, the children shown in ‘Samgukyusa’ function, not only as the media that embodies the ideal person image of ancient people, that reveals their values of the life, but also as the educational media to convey their knowledge.

From the Lacanian psychoanalytic theory, this study attempted to get some implications for new pedagogy, proper to the new era, characterized as the fourth industrial revolution Lacanian psychoanalytic theory makes it possible to understand the human subject in dynamic relations with langage and symbolic structure by emphasizing the unconscious subject. Psychoanalytic subject is formed and developed through the processes of alienation and separation as the two main momentum for subjectification. As an integration of Lacan’s psychoanalytic theory, four discourse structures give us deep insights into social relations based on language, and also give important implications to newly understand the teaching and learning process. Particularly, the discourse of analyst helps to challenge the established truth, and to facilitate new thinking on teacher-student relationships and teaching method.

Currently, the proportion of multicultural families in Korean society is growing. And the pace of dissolution of multicultural families is unusual recently. In other words, the number of immigrant wives who leave home due to violence from husbands and their families is increasing every year, and the number of childcare centers is increasing because couples delay childcare rights when multicultural families dismantle. The rise of multicultural families and divorces will deepen this problem. In this study, due to the disintegration of an increasing number of multicultural families in our society, we focus on the human rights status of children in blind areas of protection and issues of child protection, such as civil law and citizenship. It is imperative for the government to realize human rights such as basic living security, health, learning rights and education rights. Therefore discussed were improvements in the legal system for securing education rights, development of policies at the national level, response strategies at the local level, and measures for home foster care for children from multicultural backgrounds who have been disbanded. Finally, I discussed identity and career education for the children of multicultural families.

The purpose of this paper is to reveal philosophical basis for school innovation by analyzing the meanings of happiness and as educational aims. The discussions of educational aims are useful for the detecting about now educational practice and the developing of curriculum. In this case, the discussions of happiness as educational aims is to provide the basis for diagnosis of unhappy schooling and to introduce educational contents and methods for human flourishing. The happiness is to add the pleasure and to reduce the pain in human life. But in educational case, the happiness is not the moment of a passing pleasure and to flow good things for personal flourishing as well as public life. The curriculum for the happiness is too to add the chance of individualized learning in view of the pedagogy.

Nietzsche's philosophy of noble morality and slave morality sheds a light on today’s schools where the classes are hardly managed. In the light of Nietzsche's moral theory, it becomes clear that in modern societies schooling is not sustainable if it maintains the existing system. The reason why schools had been able to maintain the daily routine without experiencing problems such as "school collapse" is that it had been under the influence of the traditional moral system, slave moralities. When a slave morality drastically declines, schools cannot be maintained as they are. In order for schools to play its genuine role, they should form a new normative base where students can learn a slave morality, which is also a basis for learning master morality in that slave morality is the prerequisite of master morality.

Freedom is the most important value in the education field, but there is a lack of specific discourse on it. In this study, I focused on the concept of freedom in Dewey's later works, then found the meaning of the connection of choice, action and intellect, the freedom of acquisition and growth, the pursuit of individual change, the need for thought training, the democracy and community. And reconstructed it again, resulting in the following four educational implications. They are (i) active free education of acquisition and growth, (ii) intellectual training, (iii) diversity and future education, (iv) justice and democratic education.