Korean | English

pISSN : 1738-186X

2020 KCI Impact Factor : 0.5
목적과 범위
한국교육철학회는 우리의 교육문제를 철학적 수준에서 철학적 방법으로 심도있게 탐구하며, 동서양의 교육제도와 위대한 사상가들의 사상을 탐구하여 교육문제의 실천적 해결에 도움을 주고, 학문 후속세대의 양성과 교육철학자들간의 상호연찬에 도움을 주기 위하여 1976년 12월 설립되었다. 또한 우리 학회는 오늘날 세계 교육의 이론과 실제를 한국 교육현실과 이론에 적용하고 검토하여 우리 교육에 이바지하고, 한국 교육사상과 철학을 세계화하는 과제도 추구하고 있다.
김정래 (부산교육대학교)
  • KCI IF(2년) : 0.5
  • KCI IF(5년) : 0.48
  • 중심성지수(3년) : 0.844
  • 즉시성지수 : 0.1

최근발행 : 2020, Vol., No.77

  • 교사의 교육권에 대한 고찰 -다른 교육 주체들의 교육권과의 관련을 중심으로-

    김상현 | 2020, (77) | pp.1~29 | 피인용수 : 0
    초록 PDF
    The recent continuous violations of teachers' rights not only significantly reduce teachers’ satisfaction but also make teachers feel a great sense of atrophy. The infringement of teachers' right to education is not just an issue affecting teachers. The violation of teachers' right to education is a serious problem that has a negative impact on students, teachers, and parents as it can affect not only students' right to study but also their educational outlook. Therefore, efforts to prevent teachers from infringing on their educational rights are very important. As part of this effort, the study noted that teachers, students, and parents need to have a better understanding of teachers' right to education. Therefore, the study discussed the validity of teachers' right to education through discussions that justify teachers' right to education, and then looked at how Korean society recognizes teachers' right to education today. Furthermore, the study attempted to better understand teachers' right to education by reviewing the circumstances in which teachers' right to education should be restricted. Respecting a teacher's right to education means protecting a student's right to be educated, as it is essentially a right exercised to protect and support a student's right to be educated. Therefore, when determining whether a teacher's right to education is restricted, it is first necessary to determine whether the teacher's right to education has been violated, and if the student's right to receive education is to be restricted, it should be limited in the direction of protecting the student's right to education.
  • 儒學의 관점에서 본 아리스토텔레스 中庸

    김정래 | 2020, (77) | pp.31~66 | 피인용수 : 0
    초록 PDF
    The paper concerns on the meaning of the mean in the Nicomachean Ethics by Aristoteles which may mislead us to the mediocre senses. These misunderstandings are to be examined under the six Confucian notions of it. First of all, the notion of the middle state has been settled for the arguments. The secularity and mediocrity cannot be considered as the valid sense of the Mean from the argument in the paper. Particularly the Aristotelian sense of Mean is seen and has been fallen into the intellectualist tone, whereas the Confucian is seen as focused on the phronesis tone. Above all, this paper is to contribute to the ordinary sense and uses of the Mean derived from the East and the West with which we cannot mislead ourselves any more.
  • 페다고지에 대한 성찰 – 뒤르켐의 페다고지론을 중심으로

    박찬영 | 2020, (77) | pp.67~90 | 피인용수 : 0
    초록 PDF
    The pedagogy does not mean ‘education’, ‘instruction’, ‘didactic’ or ‘science of education’. According to Durkheim, the pedagogy, which implies the ought, exists between the technique of education and the science of ‘educational fact’. For Durkheim, the pedagogy is defined as ‘practical theory’. If the pedagogy is a theory of educational practice, its method is none other than the reflection. Durkheim suggested three pedagogical methods: one is a historical analysis of the educational system, another is a historical reflection on the pedagogical thought, and the other is a psychological reflection such as child psychology and group psychology. The study of the pedagogy re-examines the history and philosophy of education from the perspective of the pedagogy, brings them together, making researchers a researcher-practitioner, and teachers a practitioner-researcher. Like this, the pedagogy has the potential as a comprehensive study of humanities and social sciences in terms of the practical theory of education. As a result, the pedagogy shows the possibility of securing a unique academic field of theory/practice that the study of existing history and philosophy of education could not present. Since the possibility of pedagogy as a unique science is supported by Durkheim's insight on the pedagogy, the proposition that “the Nature and Method of the Pedagogy” by Durkheim is an introduction to the study of the pedagogy will not be wrong