韓國 敎育哲學의 學史的 硏究

Abstract

The development of Korean philosophy of education can he divided in three historical periods. The organization of this paper is based on that division, as follows: I. The concept of hong-ik-in-kan and the predominance of John Dewey's philosophy of education 1. The concept of hong-ik-in-kan 2. The predominance of John Deweys philosophy of education Ⅱ. The introduction and adoption and adoption of various trends of modern philosophy of education from Western countries 1. Translated materials 2. Books dealing with various trends of philosophy of education 3. Books employed in the interpretation of philosophy of education Ⅲ. Reawareness of the Korean tradition of education and the establishment of the new Korean philosophy of education 1. The organization and development of The Society of History and Philosophy of Education in Korea and The Society of Korean History of Education 2. Reawareness of the Korean tradition of education 3. The publication of books on philosophy of education and the· establishment of the new Korean philosophy of education The main task of this paper is to survey and discuss Korean philosophy of education from 1945 until the present. "Korean philosophy of education," as used in this paper, has two meanings: (1) the general area of philosophy of education studied in Korea and (2) the unique philosophy of .education initiated in Korea. It seems that the latter attracts more academic interest than the former. The three periods listed in the organization format presented above can be regarded as standing for the three types of the study of Korean philosophy of education. Chapter I treats the classification of literature on philosophy of education. It also contains an analysis of the influence of John Dewey's philosophy of education in Korea. Chapter Ⅱ surveys and analyzes translated materials treating perennialism, essentialism, reconstuctionism, existentialism, structuralism and analyticism, and examines other literature on philosophy of education. Chapter Ⅲ is composed of three sections. The first concerns the contribuon of two societies to the development of Korean philosophy of education and to academic achievement in this field. The second section treats the reawarness of Korean philosophy of education amidst the background of the renewed interest in Korean studies initiated in the early 1960s. The last section claims that "foundationism" is the foundation of the establishment of Korean philosophy of education. Foundationism, initiated by Hahn, Ki Un, has a motto, three ideas, and six concepts: the motto is "the formation a human through the harmonization of tradition and innovation", the three ideas are "time, freedom and order", and the six concepts are "cluture, life, intellect, personality, cooperation, and service."