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Philosophy of Education

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수록정보
수록범위 : 1권0호(1978)~77권0호(2020) |수록논문 수 : 768
교육철학
77권0호(2020년 12월) 수록논문
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KCI등재

1교사의 교육권에 대한 고찰 - 다른 교육 주체들의 교육권과의 관련을 중심으로 -

저자 : 김상현 ( Kim Sang Hyun )

발행기관 : 한국교육철학회 간행물 : 교육철학 77권 0호 발행 연도 : 2020 페이지 : pp. 1-29 (29 pages)

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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.

KCI등재

2유학(儒學)의 관점에서 본 아리스토텔레스 중용(中庸)

저자 : 김정래 ( Kim Jeong-nae )

발행기관 : 한국교육철학회 간행물 : 교육철학 77권 0호 발행 연도 : 2020 페이지 : pp. 31-66 (36 pages)

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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.

KCI등재

3페다고지에 대한 성찰 - 뒤르켐의 페다고지론을 중심으로

저자 : 박찬영 ( Park Chan Young )

발행기관 : 한국교육철학회 간행물 : 교육철학 77권 0호 발행 연도 : 2020 페이지 : pp. 67-90 (24 pages)

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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.

KCI등재

4뉴먼(Newman)의 '대학의 이념'과 교양교육의 지향

저자 : 손종현 ( Son Jong-hyun )

발행기관 : 한국교육철학회 간행물 : 교육철학 77권 0호 발행 연도 : 2020 페이지 : pp. 91-124 (34 pages)

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This study aims to analyze the idea of university education and liberal arts education aimed at 『The Idea of a University』 written by Newman. The summary of the discussion so far is as follows.
First, according to Newman, knowledge produces the development of the mind. Knowledge is of value in itself and is pursued by its own purpose. The exploration of knowledge requires freedom to pursue truth. All knowledge is organically related, and religious truth exists at its highest level. Knowledge is based on religiosity, and illative sense with a religious character operates to make the whole perception. According to Newman, a university is a place of study. Theology is one discipline and is the foundation of all disciplines. Academic (science) and religion (theology) do not contradict each other. Theology achieves the integrity of truth beyond the limits of scholarship.
Second, the purpose of the university is to cultivate intellectuals, not experts. For this reason, university education should concentrate on the knowledge education. In recognition of the 'crisis of the university', Newman said that the university is a place where universal knowledge is taught, a field for the pursuit of total knowledge, educational activities aimed at the integration of knowing. The university is an educational institution that contributes to the education of the whole-person, and the training place to make a good citizens in a society.
Third, liberal arts education is a university education itself. Liberal education should aim at the formation of philosophical habits on mind. Person need to acquire the virtues such as freedom, justice, temperance, and wisdom. Liberal education is to cultivate a free spirit, to develop useful abilities by itself, and to raise a shrine as a result. Above all, a university should educate gentlemen through liberal arts curriculum. The university's curriculum should lead to an understanding of human, nature, and God. Liberal arts courses are composed of grammar, mathematics, chronology, geography, history, writing in verse, poetry, classical literature, science, art, philosophy, and theology. The method of liberal arts education should be achieved through intellectual training, an explanatory method focused on delivery, learning through experience and insight, and activation of illative sense.

KCI등재

5'파이데이아 프로그램'의 평생교육적 의의 탐구

저자 : 홍윤택 ( Hong Yun-taek ) , 이병승 ( Lee Byung-seong )

발행기관 : 한국교육철학회 간행물 : 교육철학 77권 0호 발행 연도 : 2020 페이지 : pp. 125-156 (32 pages)

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The Paideia Program is a 12 years of public educational reform plan for all children. Basically, the purpose of this program is to provide children with the education of same quantity and quality. This program make people to learn basic learning skills and develope the inner world of mind so that they can have a broader perspective of understanding the nature and the world. The effectiveness of this program is not limited to children, and its importance should be more emphasized for adults. In a democratic society, everyone should be liberally educated person to solve the practical problems faced in life. Furthermore, everyone should realizes unique possibilities and ideals of their own. Therefore, the importance of the paideia program for lifelong education should be emphasized more.

KCI등재

6학습공동체의 상호작용과 학습자중심의 교육경험 증진을 위한 교육실천의 해석학적 고찰

저자 : 정연재 ( Jeong Yeonjae )

발행기관 : 한국교육철학회 간행물 : 교육철학 77권 0호 발행 연도 : 2020 페이지 : pp. 157-187 (31 pages)

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본 글의 목적은 최근 고등교육 환경의 변화에 대한 적절한 대처의 일환으로 철학적 해석학의 관점에서 바람직한 교육실천의 방법론적 기초와 방향을 확보하는 것이다. 이를 위해 디지털 교육환경에서 떠오르는 새로운 교수학습 유형과 특징을 살펴보면서 학습공동체 구성원간의 상호작용의 중요성을 도출한다. 다음으로 철학적 해석학의 핵심 개념을 통해 온오프라인 교육공간에서 지식의 창출, 공유, 소통을 위한 태도, 형식, 정신을 구체화함으로써 교육적 상호작용의 활성화를 위한 규범적 틀을 제시한다. 또한 교육경험의 중심축을 교수에서 학생으로 전환하는 시도의 정당성을 해석학적 관점에서 해명하는 가운데 효율적인 경험학습을 위한 조건을 탐색한다. 다음으로 학습자 중심의 교육경험을 증진시키기 위해 바람직한 교육실천의 방향을 해석학적 관점에서 규명한다. 마지막으로 해석학적 정신이 반영된 교육의 특징을 제시함으로써 뉴노멀 시대에 적합한 교수자의 역할을 환기시킬 것이다.


This article's purpose is to establish methodological foundation and direction for good educational practice from a philosophical hermeneutics standpoint as an appropriate response to the changes in the current higher education environment. For this purpose, the article deduces the importance of interactions between the members of a learning community by examining the types and characteristics of teaching- learning methodologies on the rise in the digital learning environment. This is followed by suggestions on the normative framework for promoting educational interactions through concretization of the attitude, format and spirit for creation and sharing and communicating knowledge in on/offline educational environments based on the core concepts of philosophical hermeneutics. In addition, conditions for efficient experiential learning will be explored while clarifying the validity of attempts to shift the axis of learning experience from professors to students from a hermeneutics perspective. Then, we will examine the direction of good educational practice from the same perspective for enhancing learnerfocused educational experiences. Lastly, we will emphasize the appropriate role for professors in the age of the new normal by presenting what characteristics of education reflect the spirit of hermeneutics.

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1연안해역에서 석유오염물질의 세균학적 분해에 관한 연구

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