• Philosophy of Education
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• no.66
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• pp.77-103
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• 2018

This study focused on the meaning of 'educational philosophy' by the method of corpus analysis. There is the difference of meaning on educational philosophy between professional researchers and publics. This semantic phenomenon implies that the image acoustics of 'educational philosophy' are not matched between two groups. This study, which originated from Saussure's linguistics theory, examined the semantics of educational philosophy in the . Unlike philosophical inquiry on education, the definition of educational philosophy, the general public use 'educational philosophy' like the connotation of secret of successful learning and child nurturing. Given the power of the media and the mass, these tendency could affect the meaning and definition of educational philosophy. Professional researchers should investigate these acoustic image from the sense of linguistic and educational approaches. These researches could contribute to clarify descriptive and normative meaning of the educational philosophy.

• Journal of the Korean Institute of Educational Facilities
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• v.24 no.1
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• pp.11-22
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• 2017

The main purpose of this research is to consider educational environment, concept, and spatial organization and its characteristic based on the early 20th century European child-centered educational philosophy. For this process, the study of the following have been done : 1) Literature review, which includes educational ideology, perspective of child development of Maria Montessori, Rudolf Steiner, Peter Peterson, and Celestin Freinet. 2) Comparisons of spatial organization and classrooms of schools operated with the educational philosophy of mentioned philosophers from above. These schools have classrooms(or multi-purpose space near classroom) contained self-directed individual learning space, group and collaborative learning space, and training space of practical life. These configuration of learning space intended 1) learning based on individual child's interest, experience 2) developing of responsibility based on freedom 3) sociality and community spirit of children.

• The Journal of the Korea Contents Association
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• v.21 no.7
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• pp.477-487
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• 2021

Alternative education in Korea has grown into an educational movement since the 1990s. The alternative education is affecting and growing the public education system such as innovative schools, free semester systems, and high school credit systems. In 2021, an institutional foundation was also established to be recognized and supported as an educational institution. As a result of reflecting on the alternative education movement for 20 years, it is understood as stagnant lost time in the second half of the decade. It is discussing reorganizing the meaning of future-oriented "alternatives" with the new "alternatives". The poverty of educational philosophy has also been highlighted as an issue, but no special discussions have been underway. Thus, the study discussed to propose an educational philosophy that could capture the ideologies of alternative education. Critical pedagogy aims to foster human beings who are subjective, autonomous, active and self-reliant through conscious emancipation. In recent years, critical pedagogy have discussed ecological environment and feminism. The educational philosophy of scholars such as Freire and Illich was the basis of the early alternative educational movement. Considering this, the study discusses that Korea's alternative education movement can be understood through critical education and is reasonable as an educational philosophy for new alternatives in the future.

• Journal of the Korea Furniture Society
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• v.20 no.5
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• pp.404-413
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• 2009

The objectives of this study were to identify current problems and to propose alternatives of woodworking education in school. This study was carried out through the literature review. Even though woodworking in school has a lot of merits, it has not been fully established yet. Current problems in school woodworking were identified as the absence of educational philosophy of woodworking, unambiguous education objectives, incongruity of educational contents and hierarchy, inadequate quality of teachers, poor surroundings for practice, lack of ancillary materials for teaching and learning, and the absence of community for interchanging information. It was proposed that educational philosophy of woodworking and concrete education objectives should be set up, educational contents should be organized in a proper level, and surroundings for practice should be improved. And, it was also proposed that teacher education should be made to upgrade qualities of teachers, ancillary materials for teaching and learning should be developed, and community for interchanging information should be set up.

• Journal of Agricultural Extension & Community Development
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• v.11 no.1
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• pp.1-19
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• 2004

The objective of this study was to find a linkage of ideological background between agricultural extension education and lifelong education. This study was conducted by analyzing the studies related to agricultural extension and lifelong education. Review of literature and documents was main methods of this study. The study reviewed and analyzed the concepts, characteristics and ideology of lifelong education, and presented some general characteristics of lifelong education in the context of educational ideology. As a result of the study, the following five characteristics of lifelong education in the context of educational ideology were presented; 1) lifelong education is the supreme concept of education and includes all kinds of education, 2) lifelong education is the future direction of educational ideology and philosophy rather than a kind of educational practice, 3) lifelong education means the security for a right of learning through the entire life-span of an individual, 4) lifelong education has the innovative function of the existing situation of education; viewpoint, contents, and methodology of learning, 5) Lifelong education runs ultimately towards a 'learning society'. Agricultural extension and lifelong education shared the similar ideological background in general, and have the similar basic philosophy. The ideology and philosophy of lifelong education should be reflected into the ideology of agricultural extension to broaden the perspectives of agricultural extension in the future.

• Journal of the Korean Institute of Educational Facilities
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• v.23 no.4
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• pp.21-30
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• 2016

This study considers the concept of schools and their spatial composition by John Dewey through literature review who argued for a new, children-centered education in the early 19th century, and it also mentions some suggestions for improvement of the elementary school facilities in Korea that the size and number of students in school has decreased sharply. John Dewey claimed that a school is a big household as well as a small society in which one studies the current occupation and experience in connection between the household-school-society. At the same time, he pursued an organic and open spatial composition which can effectively and efficiently enable educational curriculum's application, social occupation and project learning based on children's native impulse and stage in child growth. Korea's education policy should shift from quantity-based education production to quality-based production due to the reduction of school age population among other reasons. Especially this study emphasizes that small size schools need to be changed to local community facilities with environment-friendly, children-centered and open learning spatial composition with basis on John Dewey's educational philosophy.

• Journal of Educational Research in Mathematics
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• v.10 no.2
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• pp.263-277
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• 2000

mathematics holds a key position among the subject-matters of school education. Nevertheless, beyond Its Instrumental one, humanity-educational value of mathematics for the general public has been under estimated. For the past fifty years, in the our country there has not been enough systematic and profound examination and discussion concerning the goals of mathematics education in order to establish the philosophy of mathematics education. Thus, in this thesis we argue how mathematics education could contribute to the humanity education. For this, we examine how western educational theorists have emphasized the value of mathematics as humanity education and how their theories have been reflected in the goals of the modern mathematics education. First of all, we discuss Platonism as a philosophical basis of the traditional mathematics teaching mainly with Euclid's "Elements" since the ancient Greece and the relationship between mathematics education and humanity education in the light of this traditional thought. Next, we examine the thoughts of Pestalozzi, Harbert, Froebel who provided the theoretical basis for the public education since 19th century, and discuss the value of mathematics teaching in their humanistic educational thoughts. Also we examine the humanistic value of mathematics education in Dewey's educational philosophy, which criticized the traditional western ethics and epistemology, and established instrumen talism. Further, we analyze how such a philosophy of mathematics teaching is reflected mathematics education of 20th century, and confirm that the formation of Dewey's rational intelligence is one of the central aims of mathematics education of late 20th century. Finally, we discuss the ideals of humanistic mathematics education ; develop ment of the rational intelligence via 'doing knowledge'and change of mind via 'looking knowledge'. In this paper identify the humanistic values of mathematics education through the historical examination of the philosophies of mathematics education, and we could find significance as a fundamental study for one of the most important problems which Korean mathematics educational society confronts, that is establishing the philosophy of mathematics education.

• Journal of Christian Education in Korea
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• v.71
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• pp.97-120
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• 2022

Korean churches and theology of today are experiencing a decline in reliability and a lack of communication from the Korean society due to the absence of proper reflection. Moreover, with the COVID-19 Pandemic, the church is led to a situation where the problem of survival has become a concern. In addition, churches and theology failed to restore the public nature of faith from civil society, and how these beliefs could be developed in terms of Christian education has become an important theological task. The restoration of the public nature of the church brings interest in public theology, and if education is an important area of the public forum, we pay attention to educational philosophers who provided the basis for publicness and civil democracy education philosophy in Christian education. Rousseau, as an educationalist who opened the modern philosophy of education is opening up the civil society through discovering the existence of children with the proposition "Return to Nature" in the 18th century. This study aims to use Rousseau's educational philosophy in his books Emil, The Theory of Inequality Origins, and Social Contract Theory as the basis of educational theory that opened the foundation of the public domain and civil society.

• Journal of the Korean Institute of Educational Facilities
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• v.19 no.2
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• pp.41-50
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• 2012

This study aims to analyze chlidcare philosophy and the architectural characteristics of communal childcare cooperative nurseries(parent cooperative childcare facilities), and also to examine their mutual relationship. The communal childcare cooperative is an ideal childcare method to break away from employee-supported childcare system and cooperatively solve childcare problems in the family community system. The child-rearing philosophy of the communal childcare can bring spontaneous and creative development amidst 'daily life' and 'play' by switching from knowledge and skill-oriented education and puts an emphasis on physical environments in child's growth. The features of architecture related the childcare philosophy derived from this study are as follows: the way of participation and self-help, the extension of spatial scope and focuses on outside space, architecture of house-like residence rather than educational facility, spatial 'overlapping' focusing on transitional space and multi-purpose space rather than spatial partitions, the pursuit of creativity through play is realized in the incompletion and unspecification of space evolving over time.

• Journal of the Korean Institute of Educational Facilities
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• v.5 no.3
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• pp.6-10
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• 1998