本質主義 哲學과 敎育思想에 關한 硏究 = A study on Essentialism and its educational philasophy

다국어 초록 (Multilingual Abstract)

The ground of the Essentialism was not developed from a system of philosophy but developed from many other ideologies. So its foundation is a compromise theory. The educational philosophy of the essentialism was not formed from its philosophical ideology directly and logically.
On the whole, though its educational theory was in accordance with its fundamental doctrine of its philosophy, the thought of the essentialism about the education was open reformed and supplemented from the opinions of the idealists, Barkely, Kant and Santayana and turned aside occasionaly.
The educational theory of the essentialism has a negative purpose and a positive one. On the negative purpose, the essentialismists are making efforts to escape from the world view of middle ages. On the other side, for the positive purpose, they are trying to find out the view of the world to be suitable to the more social, scientific mecanical civilization.
" General education in a free society" is treated as the most vital report since the publicity of the essentialism points which was made out by the twenty professors around Pr. Ulitch.
The contents of the report shows the state and subject of cultural teaching college education and at the same time represents to some degree cultural conservatism in the aspect of emphasizing on the cultural properties which free people must equip with.
Essentialism maintains that education must be centralized in the trades and preservation of culture, and professors that it has to form a learning system logically not according to the situations of the children's actual experiences, interest and attractive.
Essentialism lays stress on that teachers must be the heart of th educational world and teacher have to be cultural education and have to posses academic knowledge and earnest and devotious mind for that duty took on themselves. Also, essentialism emphasizes the necessity for training, and the peculiarity orignated from the intellectual training is reflected on every cases by the transference that is depending on the "Theory of the transference of training" in psychology.
It is thus considered that more earnest subject than amusing subject is effective to enhance these characteristics, and it is the assertion of the Essentialism that school must pay attention to a matter of concern and social demand and look up to children's personality, characteriatic and interest. Educational phylosophy of the essentialism should come to a main branch in terms of today's situation in Korea.
It was often been pointed out that the economic situation of Korea is still on the steep cliff due to the confrontation of south and north Korea, and dishonesty and corruption still remained in sight, illegal and chaotic conditions as well.
Under these indefinable situations, Korea demands people who have obvious patriotism and national spirit to accomplish its democratic and stable welfare.
What is necessary in doing so is the intellectual training on which the education of essentialism insists and that is of general application in all spheres and all situations of this society like the stand-point of the Essentialism.

목차 (Table of Contents)

• Ⅰ. 序論
• Ⅱ. 本質主義 哲學의 背景
• 1. 本質主義의 內容
• 2. 本質主義의 實在觀
• 3. 本質主義의 認識論
• 4. 本質主義의 價値觀
• Ⅲ. 本質主義 敎育哲學
• 1. 本質主義 敎育의 發展
• 2. 本質主義 敎育의 學習觀
• 3. 本質主義 敎育의 學校觀
• Ⅳ. 本質主義 敎育의 主張
• Ⅴ. 本質主義 敎育의 批判
• Ⅵ. 結語
• 參考文獻
• Abstract