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Establishing Special Education Discourses as Restoration of Educational Essentiality

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2010, 11(4), pp.69-91
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

Byung-Ha Kim 1,  박경란 2

1대구대학교
2우석대학교

Accredited

ABSTRACT

This paper discussed the following three aspects for establishing a special education discourses as restoration of educational essentiality. First, we discussed the tail wagging the dog of special education at the perspective of restoration of educational essentiality. Today, special education has focused more on the exposed ‘disabilities’ than on ‘person’ as humanity. As a result, a branch(用) is mistaken as the root(體). Second, we paid attention to ‘ZhongYong(中庸)’ in confucianism and Mahayana sutra(大乘起信論) in Buddhism which are well imprinted on East Asia tradition as exemplary model of restoration of educational essentiality, then we discussed their implications for restoration of special education essentiality. Third, we discussed a task of establishing Korean special education discourses by restoration of educational essentiality. The discourses on Korean special education has greater tendency to import studies and most of the discourses of Korean special education depend on translation(sometimes translated double). For establishing Korean special education theory, it is important to focus on the restoration of educational essentiality which has been inherited from the history of East Asia. Therefore, we have to open the way to communicate actively with the universality of the world special education.

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