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2019, Vol., No.73

  • 1.

    Educational Discourse Practice and Subjectification: Habermas and Lacan

    Kim Eun Jeong | 2019, (73) | pp.1~20 | number of Cited : 1
    Abstract PDF
    Lacan and Habermas help us to pay more attention to the role of language and discourse in development of human subject, and also help us to see our educational activities from the bigger frame of humans and society relationship. Despite the seeming differences, they were similar in that they all have interests in fostering autonomous subject and the issue of subjectification by educational (analytic) discourse practice. Lacan and Habermas both shed lights on new possibilities of understanding subjectivity on their own way.
  • 2.

    Aristotle’s philia and democratic civic education

    Park Young-ho | 2019, (73) | pp.21~50 | number of Cited : 0
    Abstract PDF
    Aristotle's philia is essential to the common life among citizens, and the realization of the philia-relationship is the pursuit of shared understanding and recognition regarding the good of community members. For humans who make a common life by its nature, philia is indispensable in pursuing excellence and happiness as its purpose. Philia makes it possible for all members of life to pursue and share excellence together. In light of Aristotle's philia concept, the core of civic education is to ensure that all citizens participate together and form a community seeking virtue. Attitude of co-deliberating on equal footing and pursuing good together is an aspect of education and a stepping stone to democratic civic education.
  • 3.

    Analysis of ‘one road theory of the mind, nature, emotions and will[心性情意一路說]’ of Yulkok

    Park Eun Joo | 2019, (73) | pp.51~80 | number of Cited : 0
    Abstract PDF
    The purpose of this study is to find a way to address the current educational problems by reinterpreting the study of Yulgok. Today, education has degenerated into an instrument for surviving in the fierce competition. However, education is more than a secondary means; what we need is the basic reflection on ‘what is a human being?’ and ‘what is a meaningful and desirable way of studying?’. This study suggests the study of Yulgok as an alternative approach to solve the educational problems and reinterprets it. What merits particular attention in the study of Yulgok seems to be its description of the mind structure based on the ‘one road theory of the mind, nature, emotions and will[心性情意一路說]’ and its emphasis on the will to be a sage. The final common goal of these theories is to achieve the essence of a human being in each and every situation. The ideal man who has achieved the essence of a human being is considered to be a sage[saint]. Yulkok emphasize striving to be a sage[saint] by means of Gyugijil(矯氣質) with the will to challenge.
  • 4.

    Posthuman Onto-epistemology and the Transition of Learner subjectivity

    Park, Hyu-Yong | 2019, (73) | pp.81~119 | number of Cited : 6
    Abstract PDF
    This paper intends to discuss how learner subjectivity tends to be shifting from human agency to technology-driven media, propelled by the sheer developments of informatics, neuroscience and artificial intelligence(AI). This issue is discussed by means of the following questions: first, is an artificial learning machine capable of thinking? Second, who get the ownership of learner subjectivity under the conditions of posthuman learning? Third, what could be the theoretical basis of posthuman learner subjectivity? The major arguments of the author on these questions are as follow. First, newly emerging technologies of cybernetics and computer neuroscience developed AI algorithms that exceed the capability of human brain and signalled the era of human-AI collaboration. Second, since the relationship between the human and the machine is not separable and AIs have the potentials of thinking, the human learner will share the learning subjectivity with those thinking machines. Third, this transition of learner subjectivity can be explicated by four onto-epistemological theories of posthumanism: neo-materialism, post-phenomenology, actor-network theory, and object-oriented ontology. This paper’s discussion may provide a room for philosophical deliberation, regarding the issue of subjectivity under the conditions of posthuman learning.
  • 5.

    A Study on the liberal arts requirements a <reading and discussion> : Focused on the case of Kyungnam university

    Jeong Eun Ju | 2019, (73) | pp.121~139 | number of Cited : 1
    Abstract PDF
    This study is examined how the compulsory liberal arts subject <Reading and Discussion> fits the purpose of liberal arts education in universities. For this, we focused on reading and debating in the educational content and methods of Reading and Discussion. First, by reading and debating activities, we were able to see some contribution to expanding the skills and scope of basic communication. The post-reading activity has shown that the techniques and partnerships that try to communicate their arguments persuasively to each other have positive effects. But fundamentally, it is believed that there is a limit to the power of insight into one's inner and surroundings, or to the part that forms a contemplative attitude on various issues of life. Forming this attitude should involve a variety of questions and discussions about concepts, values and social phenomena, along with reading activities.
  • 6.

    Critical Review of College Liberal Arts Education

    jung, chulmin | 2019, (73) | pp.141~163 | number of Cited : 2
    Abstract PDF
    The aim of this study is a critical review of liberal arts education in context colleges education and the restoration of its status. Liberal education is one of the two major pillars along with vocational education (special relationship with job training) in college education. On the basis of such belief, this article diagnoses a practice of college liberal arts education. And the context of college education, we reinterpreting the meaning of the job and discuss the meaning of deliberation through liberal arts education consulting started from 2018. Social change represented by the Fourth Industrial Revolution is forcing the transformation of liberal arts education. The traditional view of liberal arts has been questioned and liberal education and vocational education becoming more and more complementary rather than separate. The consulting will need to reflect this trend and contribute to the recovery of liberal arts education in college education.
  • 7.

    The modern significance of Adler's theory of reading education

    Hong, Yun-Taek | Lee, Byung-Seung | 2019, (73) | pp.165~195 | number of Cited : 3
    Abstract PDF
    Adler emphasized individual political participation and responsibility in order to realize an ideal society where freedom, equality and values of justice coexist. In his view, the prosperity of a democratic society depended on the individual's capacity to make up the society. But the pragmatism and materialism prevalent in society at the time made the individuals pay attention only to immediate interests or advancement, rather than pursuing universal values. Therefore, he regarded liberal education for all people as the most urgent task. Adler emphasized reading education as a method of liberal education. By reading, he believed that the learner could understand ‘great ideas’ and expand the breadth and depth of their understanding of the world, and cultivate wisdom. Adler's theory of reading education has three modern significances. First, reading helps modern people enjoy leisure. Leisure never means labor or play. The essence of leisure is to develop intellectual and moral excellence. Secondly, by reading, every citizen of a democratic society should continue to study the humanities as the ‘transcendental form’. The purpose of learning the humanities should not be to acquire professional knowledge but to expand the breadth and depth of understanding of great ideas and the world. Thirdly, reading education should be aimed at forming political wisdom to present right direction of life. Political wisdom means raising society's public intelligence based on individual intelligence to the level of wisdom. In a democratic society, political wisdom is important because it gives authority to all political decisions. To overcome the negative effects of pragmatism and materialism, the importance of reading education should be emphasizes more. Even though time goes by, reading still holds an important position as a way of liberal education. In short, reading education for humanities has important significance in two categories. First of all, in personal terms, reading humanities as a way of lifelong learning contributes to lead a happy life for every individual by enjoying leisure. Furthermore, in terms of social community, it makes an important contribution to achieving the harmony and prosperity of citizens by forming the political wisdom to make the best judgment and decision in the various opinions flooding democratic society.