• East Asian mathematical journal
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• 제27권2호
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• pp.223-242
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• 2011

The fact that Herbart's education has realized in the educational context the Kant's theory of transcendental education by applying Kant's transcendentalism to education is of great significance for education. It also provides an implication for mathematics education that Herbart's education of mathematics education can be applied to mathematics education through an attempt to combine a practical ethics education and an aesthetic emotion education with mathematics education. Both Kant and Herbart clearly show that an only practical, aesthetic education would not exist as a solely theoretical mathematics education cannot. Therefore, these multi-dimensional aspects of mathematics education should be always considered as a whole although there could be a difference in importance among those aspects. It implies that, regardless of the environments for mathematics education, mathematics teachers and students must do mathematics education activities that take into consideration the humanity in its entirety. The theory of mathematics education based on Herbart's education reveals that the entireness of human being should not be neglected in any case. In this regard, Herbart's theory of education shows that mathematics education is an all-inclusive theory of mathematics education that embraces both phenomenon and transcendence.

• 한국수학사학회지
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• 제25권2호
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• pp.35-55
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• 2012

이 글에서는 처음으로 교육학의 과학적 성격을 분명히 하고 교육학을 하나의 체계적인 학문으로 정립시키려고 노력하였던 Herbart의 수학교육에 대해 살펴보고 시사점을 논의한다. Pestalozzi의 '직관의 ABC'에 기초하여 자신의 교육학 체계를 구체화하여 직관적 도형교육을 제시한 Herbart의 "Pestalozzi's Idea of an ABC of Sense-Perception Investigated and Scientifically Carried out as a Cycle of Preliminary Exercise in the Application of Forms"를 중심으로 고찰한다. 이것은 Herbart의 수학교육에 대한 거의 유일한 저술로서 Herbart의 수학교육의 의미와 방법 등의 교육적 시사점을 논의한다.

• East Asian mathematical journal
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• 제29권4호
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• pp.409-423
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• 2013

Herbart's education provides an implication for mathematics education that combine a practical ethics education with mathematics education. Herbart show that an theoretical mathematics education would not exist as a sole. It implies that mathematics education must do activities that take into consideration the humanity in its entirety. The theory of mathematics education based on Herbart's ethics theory of education reveals the entireness of human. There are possible explanations for the ways to increase the value of the mathematics education as an education for whole human. It is that the advantage of learning mathematics is not only that we can solve the problems we face in our lives but also that we can acquire a form of life.

• East Asian mathematical journal
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• 제27권4호
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• pp.453-470
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• 2011

Arithmetic education is based not only on concept but also fundamentally on intuition. Pestalozzi understood time, a Kant's transcendental intuition, as numbers, a form of cognition, so that he considered intuition essential in arithmetic education. Pestalozzi and Herbart also recommended the intuitive arithmetic education. Significance of the arithmetic education based on intuition resides in the fact that arithmetic, an expression of nature and the world, is succeeded to modern arithmetic education because numbers, a cornerstone of mathematics, are symbolized as a law of mind reasoning.

• East Asian mathematical journal
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• 제28권4호
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• pp.403-417
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• 2012

We can understand in the context of kant's philosophy the intuitive geometry education arguing that geometry education should begin with intuition. Both Pestalozzi and Herbart advocate a connection between geometry and intuition as well as a close relationship between geometry and the world. Significance of the intuitive geometry education resizes in the fact that geometry becomes both an example of and a principle of general cognition. The intuitive geometry education uses figures as an educational foundation in the transcendental condition for the main agent of cognition. In this regard, the intuitive geometry education provides grounds for the human character development.

• 한국교육학연구
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• 제18권1호
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• pp.45-63
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• 2012

본 연구는 근대 개화기 사범학교의 교육과정에 포함된 '교육' 과목에 주목하여, 당시 발간된 최초의 서구식 교육학 교재인 "신찬교육학"의 학문적 특성을 밝히는 것을 목적으로 한다. 본 연구의 결과는 다음과 같다. 첫째, 한성사범학교에서 과목명으로 '교육'이라는 용어가 처음 나타난 것은 "한성사범학교규칙"(1895.7.23)이다. 둘째, 기무라 도모지(木村知治)의 "신찬교육학"은 그 발행일자가 "한성사범학교규칙" 반포와 맞물려 1895년 7월에 간행되었다는 점에서 한성사범학교의 교재로 사용되기 위하여 간행된 것이며, 그는 조선 정부에 고용된 인물로 추정된다. 셋째, "신찬교육학"의 교육학적 성격은 1890년대 중반 이후 헤르바르트 교육학의 교수론에 대한 관심보다는 그 이전의 사조인 스펜서와 페스탈로치 등의 실리적 교육설의 영향을 더 받고 있다고 보여진다. 넷째, 이 책은 서론에서 덕육을 강조하는 삼육론을 주장하고 있다는 점에서 고종의 교육입국조서와 상통하지만, 덕체지의 순서가 아니라 덕지체의 순서이며, 또한 본론에서는 지덕체의 순서로 기술하고 있다.