The purpose of this study was to compare an educational ideal in South and North Korea, analyze divided structural characteristics, and suggest an educational ideal in a unified nation.
To attain this purpose, the following three research inquiries were suggested.
1. How could an educational ideal in South and North Korea compared respectively?
2. What were divided structural characteristics formed by an educational ideal in South and North Korea under a divided nation circumstances.
3. How could an educational ideal in a unified nation be suggested?
The condensed results through above three research inquiries were as follows:
First, an educational ideal in South and North (Korea) has been presented 'HongIkInGan'(devotion to the welfare of mankind) and 'Subjectivity' according to an idea of free democracy and subjective socialism individually.
To realize free democracy, an educational ideal in South (Korea) suggested an value of freedom, democracy, unification in pursuit of modern capitalism and in the current of the times, an ideal person changed an anti-communist into a democratic citizen.
Second, under a divided nation circumstances, a phase of the time, social life, and an ideal person of an educational ideal in South and North changed into distortion, antagonism, and regimentation that marked divided structural characteristics.
A phase of the time which reflected past, present, and future uprightly revealed distortion in specific times or under a divided nation circumstances arbitrarily.
While an orthodoxy of 'HongIkInGan' in South ended in mere gesture and revealed distortion that stressed modernity named capitalistic modernization, an legitimacy of revolutional tradition in North was too distorted, emphatic to reflect historical past, social modernization, and future-oriented idea exactly.
Under a divided nation circumstances, when a free democracy and subjective socialism formed a political idea antagonistically, an educational ideal in South and North Korea revealed an antagonism mutually.
An educational ideal in South emphasized freedom, democracy, and unification, prohibited an independence from America(anti-U.S), and suggested equality of an opportunity rather than a result in a socialism.
An educational ideal in North emphasized just subjectivity and equality devoid of free. This meaned a socialism not a free democracy.
An ideal person demanded under a divided nation circumstances was a man coincided with a political system in South and North.
An educational ideal in South pursued a person who defeated a communist, anti-communist, which was suitable to anti-communist community but, in North it pursued a subjective communist.
Third, by these divided structural characteristics, an educational ideal in a unified nation was suggested renewly.
A phase of nation proposed in this study was a social democracy, which overcame problems of socialism and free democracy.
Also, an ideal person was an autonomous one who overcame limitations in both free people of free democracy and subjective people of subjective communism.
After defining divided structural characteristics, an educational ideal in a unified nation that corresponded with a phase of nation and an ideal person was suggested through reconstruction.
In a unified nation, a phase of the time was subjective, reflective modern.
While an educational ideal in South leaned toward globalism and laisser-faire, in North it emphasized excessive subjectivity and nationalism.
So, an educational ideal in a unified nation should pursue a subjective modernism that was performed by a task of globalism, modernism from a subjective, national identity viewpoint.
To overcome industrialization, alienation(with others, self-alienation) or by-product of modernization formed in capitalism, socialism, an educational ideal in a unified nation should think toward these problems and then point to a reflective modernization.
A phase of social life in a unified nation was an establishment of social democracy or an ideal of a unified nation.
A social democracy realized both free and equality that was stressed by an educational ideal in South and North and achieved a phase of social life in social democracy as a social, welfare nation, which guaranteed people's well-being.
An ideal person in a unified nation was an autonomous one.
While an educational ideal in South attached importance to free, in North it valued on collective subjectivity.
Namely, a free man in South received an education for himself/herself, success from an egoistic, individualistic viewpoint, in North a subjective man had a loss of the dignity of human-being from a collective viewpoint.
An educational ideal in a unified nation realized an autonomous person who respected for an individual one in a wholesome community and overcame a biased collectivism.
An autonomous person aimed to rear a sound member of nation not by external compulsion but by internal morality, discipline.
카카오톡
페이스북
블로그