This book provides much new thinking on the phenomenon of whole person education, a phenomenon which features strongly in East Asian universities, and which aims to develop students intellectually, spiritually, and ethically, to master critical thinking skills, to explore ethical challenges in the surrounding community and to acquire a broad based foundation of knowledge in humanities, society and nature. The book considers different approaches to whole person education, including Confucian, Buddhist, and Chinese perspectives, Western philosophy and religion and (...) interdisciplinary approaches. Overall, the book provides a comprehensive overview of whole person education, why it matters and how to implement it. Moreover, although the examples in the book are from East Asia, the discussion and the values involved are universal, important for the whole world. (shrink)

Open peer commentary on the article “A Cybernetic Approach to Contextual Teaching and Learning” by Philip Baron. Upshot: The idea of personal, customized education has been around for a while, and few disagree that it would be superior to what we have now in most public education systems worldwide. So, the questions are: Why has it not been more broadly implemented? And what would it take to make it the dominant approach to education?

Education, which is as old as humanity, has existed in various personal forms in non-western societies, where an osmotic exchange of wisdom, values and life skills within families, tribes and communities was instrumental in the formation and continuation of diverse wisdom traditions all over the world. A personal system of education, called Gurukula (Sanskrit guru, teacher; kula, family) education, thrived in pre-colonial South Asia for centuries before it was replaced by colonial education. This article discusses the (...) philosophy and science behind Gurukula education, where education was a personal process involving an osmotic exchange of essences between teacher and taught, giving wide scope for the celebration of the natural diversity and variability of human behaviour and personality leading to an education that provides equal opportunity in the real sense—as an equal fit between individuals and their environment(s), giving rise to a practical democracy. (shrink)

오늘날 인류는 제4차 산업혁명이라는 새로운 시대에 직면하고 있다. 제4차 산업혁명은 인류의 삶을 전면적으로 변화시킬 것이라는 점과 그 급진적인 변화의 속도 때문에 오늘날 주된 관심의 대상이 되고 있다. 제4차 산업혁명은 지금까지의 인류 문명의 물적인 발전의 성과를 토대로 한다. 종착점을 예측할 수 없는 과학기술의 발전은 인류에게 풍부한 삶의 기반을 제공해주었고, 삶의 중심이 되었던 노동으로부터 해방이라는 새로운 삶의 차원을 영위할 수 있는 기회를 주었다.BR 제4차 산업혁명시대를 인간 정체성과 세계관을 고찰할 수 있는 계기로 활용하고, 더 나은 세상을 위한 비전을 모색하는 기회로 만드는 것은 인류의 (...) 몫이다. 인류가 변화에 개방적인 태도를 가지면 새로운 도전의 기회를 선택할 수 있고, 예측이 불가능한 미래에 대해서도 긍정적인 결과를 도출하기 위해서 상호 신뢰한다면 공존과 협력의 결과를 도출할 수 있을 것이다. 그런 의미에서 인성교육은 새로운 시대를 위한 미래교육으로서 비전을 가지고 있다. 이에 본 논문에서는 퇴계사상이 인성교육으로 어떻게 활용될 수 있는 지를 살펴보고자 한다.BR 이러한 목표를 달성하기 위해서, 먼저 제4차 산업혁명이라는 시대적 변화에 직면하고 있는 현대교육의 현주소를 분석할 것이다. 다음으로 제4차 산업혁명시대가 요구하는 인간상에 부합할 수 있는 인재를 양성할 수 있는 인성교육의 내용으로 개방성과 신뢰의 해법을 퇴계사상에서 분석해 보고자 한다. 마지막으로 이를 통해서, 퇴계사상이 제4차 산업혁명시대의 인성교육으로 활용되는 의미를 밝히고자 한다. (shrink)

한국 사회는 다문화사회로 진입하면서 절대적 삶의 기준으로 제시되는 종교적 가치체계와 사상은 다문화사회의 현실 속에서 통섭과 공존의 지혜를 요구하고 있다. 이러한 요구에 호응하기 위해서는 특정한 종교나 사상에 근거한 인성교육에서 벗어나 각 종교의 정체성을 훼손하지 않으면서도 타 종교를 수용하고 공존할 수 있는 다문화 융합의 인성교육 모형을 정립할 필요가 있다. 이를 위해서 영남지역 초기 기독교인을 주목하고자 한다.BR 영남지역 초기 기독교인은 유교와 기독교의 경계 지점에 처했던 종교인이다. 그들은 유학을 공부하다가 기독교로 개종하긴 했지만, 유교와 기독교의 경계를 넘나들면서 양자 간의 대화와 소통을 시도했다. 그들의 신앙고백문, 성경번역, (...) 성경해석을 중심으로 선비-크리스천이 추구해야 할 인간상을 모색해 보고자 했다.BR 선비 크리스천들의 성서 해석에 담긴 유교적 요소와 기독교 성서신학의 주석 작업을 비교 연구함으로써 선비 크리스천들의 성서 해석에 담긴 특성을 추출하고자 하였다. 이러한 작업을 통해서 유교와 기독교가 만날 수 있는 지평을 마련한 후에 선비-크리스천 인성교육프로그램 개발의 가능성을 논의하였다.BR 논문에서는 유교의 도덕성과 기독교의 영성을 결합한 ‘선비-크리스천 인성교육’을 논하였다. 선비 크리스천 인성교육은 유교의 도덕 교육의 철학적 기반과 기독교의 영성 교육의 종교적 기반에 근거한 인성교육을 말한다. 특히 다양한 맥락에 따라 추구해야 하는 올바른 관계윤리에 집중된 유교 도덕성과 주체적 행위자로서의 참된 ‘나’를 추구하는 기독교 영성의 융합은 인성교육에 있어서 상당한 시너지 효과를 거둘 수 있을 것이다. 논문에서는 유교의 도덕성 함양을 목적으로 하는 인성교육의 한계를 기독교의 영성으로 보완하고, 기독교 영성에 근거한 인성교육의 한계를 유교의 도덕성에 근거해 보완하고자 하였다. (shrink)

제4차 산업혁명 시대는 인류의 삶을 근본에서부터 뒤흔들 것으로 예측되고 있다. 이러한 제4차 산업혁명의 영향으로 인해 인류는 이미 새로운 시대를 경험하고 있다고 해도 과언이 아니다. 새로운 시대는 새로운 사회로 변화를 야기하고, 새로운 인간상의 교육에 대한 기대가 커지고 있다. 오늘날의 현대교육은 미래교육의 비전으로서는 한계를 가지고 있다.BR 현대 초등교육의 문제점을 분석하고 새로운 교육의 지평을 모색하기 위해서, 소학에서 그 지혜를 발견해 보고자 한다. 왜 소학인가? 소학에서는 초등교육의 전통적인 교육목표와 방법을 확인할 수 있고, 오래되었지만 미래교육에서 활용할 수 있는 지혜가 있기 때문이다. 이를 위해서 먼저, 제4차 (...) 산업혁명 시대의 인간상과 초등 인성교육의 의미를 살펴보고, 다음으로 소학에서 발견할 수 있는 인성교육의 지혜를 분석해 볼 것이다. 마지막으로 이러한 연구가 가지는 의미를 고찰해 볼 것이다. (shrink)

현대 한국교육의 당면과제는 인성교육 내지 전인교육의 실현이다. 해방이후 지속되어 온 주지(主知)교육은 우리나라의 경제발전과 첨단과학시대를 여는데 크게 기여했지만, 그 이면에 많은 부작용과 과제를 안겨 주었다. 이 논문은 이러한 문제의식에서 유학의 인성에 대한 이해를 통해 인성교육의 필요성을 자각하고, 또 인성의 교육적 접목 가능성을 검토해 보고자 하는데 목적이 있다. 『논어』에 나타난 인성 이해는 인(仁)으로 설명된다. 이는 공자의 인성 이해로서 전인적 의미를 갖는다. 『논어』에서의 仁人은 곧 군자이며, 군자야말로 유가교육의 목표다. 따라서 『논어』의 인성 이해는 조화로운 인성의 함양이며 균형 잡힌 인성의 형성이다. 또한 『순자』의 인성 이해는 (...) 동물까지 포함하는 원초적 본능이나 생물적 욕구로 규정된다. 순자는 성(性)과 위(僞)를 구분하고 성은 태어나면서부터 저절로 얻어지는 것이고, 위는 예의와 같이 후천적 노력으로 이루어지는 것이라 하였다. 순자는 감각적 욕망, 본능적 욕구를 성으로 보아 악한 것으로 보았지만, 화성기위(化性起僞)를 통해 선화(善化)의 가능성과 성인의 길을 열어 놓았다. 또한 마음을 형체의 임금이요 신명(神明)의 주인으로 오관(五官)을 다스리는 천관(天官)이라 하여, 마음의 주재성, 주체성을 매우 강조하였다. 또한 성리학에서는 선진유학에서의 인성 이해를 이기론적으로 해석하여 심성의 정밀한 분석을 시도하였다. 심(心), 성(性), 정(情), 의(意)를 나누어 보기도 하고 합해 보기도 하였고, 이기(理氣)를 통해 인간 심성의 구조와 기능을 설명하기도 하였다. 성리학자에 따라 주리적 인성 이해, 주기적 인성 이해, 이기 조화적 인성 이해 등 다양한 인성 이해를 보여주었다. 이와 같이 유학의 인성 이해는 역사적으로 다양한 모습을 보여주지만, 유학에 있어서 인성 이해의 핵심은 ‘조화로운 인성’, ‘균형 잡힌 인성’을 이상으로 삼는다. 현대 한국교육이 ‘무엇이든 하나만 잘하면 된다’고 하여 전공기술인의 양성을 장려하는 데서 불구적 인간의 양산과 인성교육의 위기를 맞고 있다. 인성의 내면적인 요소 즉 지성, 덕성, 감성, 욕구, 의지 등 모두가 인간 완성에 필요한 요소라는 인식이 필요하고, 이들의 조화와 균형을 통해 건전한 인격이 기능하고 군자의 양성이 가능한 것이다. 심신이 건강한 시민, 조화로운 인격의 지도자 양성이야 말로, 이 시대가 가야 할 정치의 목표이며 교육의 이상인 것이다. (shrink)

의례 중에서도 관례(冠禮)는 전통 유교 문화의 ‘성인식’(成人式)이다. 성인식은 그 문화가 ‘성인’에게 부여하는 사회적 조건들이 함축되어 있다. 즉 ‘성인’이라는 의미의 사회적 조건은 성인식을 통해 형식화된 문화양식으로 표출된다. 그러므로 성인식의 의미와 전통을 제대로 이해하면 어떤 사회가 성인에게 기대하는 소망과 요구를 파악하게 될 것이다. 이러한 의미에서 관례가 지니는 문화적 의미가 무엇인지를 밝히는 작업은 상당히 중요한 의의가 있다. 특히 우리나라는 조선시대에 이르러 유교사회가 요구하는 가장 바람직한 인간을 만들어내기 위한 교육적 도구로서, 그리고 자녀의 입지(立志)를 위한 의례로서 관례를 중시했다. 관례는 일정한 형식을 통해 성인으로서의 행동규범을 일러주고 (...) 다짐하는 절차이며, 참석한 사람들로부터 성인으로서 또 사회구성원으로서 완전한 자격을 공식적으로 인정받는 의례이다. 그러므로 관례의 절차는 그 자체로 중요한 의미와 상징을 갖는데, 그 중에서도 본명을 대신하여 지어주는 자(字)와 그 의미를 설명하는 자설(字說)의 현대적 의의가 크다. 특히 ‘자설’은 훌륭한 인성을 갖춘 성인이 되기 위해 명심하고 실천해야 할 인생의 지표를 제시하는 것이기에 인성교육으로 활용할 수 있는 가능성이 매우 높다.‘자’와 ‘자설’을 통해 한 집안, 한 사회의 구성원으로서 일생동안 명심하고 지켜가야 할 가치와 규범을 일러주고 성인다운 마음가짐을 당부한다면 청소년들이 자신의 삶의 목표를 수립하고 자아정체감을 확립할 수 있는 좋은 계기가 될 수 있다. (shrink)

A central aim of education has to do with the promotion of the pupil's and other people's well-being. Recent work by John O'Neill locates the strongest justification of the market in an individualistic preference-satisfaction notion of well-being. His own preference for an objective theory of well-being allows us to make a clear separation of educational values from those of the market. Problems in O'Neill's account suggest a third notion of well-being which better supports the separation mentioned.

본 논문은 인성교육의 한 방법으로서 철학상담의 가능성을 모색하였다. 흔히 철학상담은 그 자체로 인성교육을 포함하고 있다고 생각하지만, 인성의 개념과 인성교육의 방향에 대한 분명한 이해가 선행되지 않는다면 철학상담을 인성교육의 한 방법으로 구체화하기 어렵다. 이에 필자는 종래의 인성교육의 문제점과 새로운 인성교육의 방향을 선행 연구를 통해서 논의하였다. 그 결과 종래의 인성교육은 인성의 개념을 전체적인 관점에서 이해하지 못하고 있다는 점과 새로운 인성교육은 방향만을 제시할 뿐 구체적인 방법에 관한 논의가 부재하다는 점, 그리고 철학상담의 한 부분인 윤리상담은 개인의 세계관을 구성하는 다양한 측면을 모두 포괄하지 못하므로 새로운 인성교육의 (...) 방향과 목적에는 다소 한계가 있다는 점을 확인 할 수 있었다.BR 이에 필자는 시대적 요구를 반영하는 새로운 인성교육의 한 방법으로서 철학상담의 가능을 모색하였다. 철학상담은 철학함의 주요 주제인 세계관 해석을 중심에 놓고 있다. 철학상담은 개인의 인성을 반영하는 세계관을 비판적으로 검토하고 재정립할 수 있도록 도와주는 철학함의 본질적 활동이다. 그리고 이러한 활동 자체가 철학상담과 인성교육의 목표와 요소들이 맞닿아 있는 지점이다. 오늘 날 새로운 인성교육이 요구하는 합리적 사고와 창의적 문제해결 능력은 대부분 대학의 인문교양 교육이 추구하는 핵심 역량들이다. 이러한 핵심 역량에는 철학상담의 한 접근법으로 비판적 사고가 기초해 있다. 자신의 세계관을 비판적으로 검토해서 재정립하는 철학상담의 활동은 그 자체로 인성교육의 한 방법으로 적절하게 적용될 수 있다. (shrink)

Background: Depressive disorder is one of the main health problems worldwide. Many risk factors have been associated with this pathology. However, while the association between risks factors and adult depression is well established, the mechanisms behind its impact remains poorly understood. A possible, yet untested explanation is the mediating impact of levels of personality functioning, i.e., impairments with regard to self and interpersonal.Method: Around 162 patients were assessed at the beginning of their therapy, with regard to risk factors, such (...) as sociodemographic, physical, hereditary, and adverse childhood experiences. Depressive symptoms and personality functioning were also measured. Associations between the related variables as well as other possible covariates were examined by means of zero-order correlations and bootstrapping-based mediation analysis.Results: Of all the risk factors taken into account, level of education and physical illness were associated with depression. On the other hand, the most significant predictor of depressive symptomatology was ACE, and this relationship was mediated by personality functioning. This indicates that patients presenting adverse childhood experiences are more likely to develop deficiencies in personality functioning, which in turn increases their likelihood of developing depressive symptomatology.Conclusion: These results reaffirm the importance of incorporating risk and vulnerability factors such as personality functioning in understanding depression. (shrink)

With the rapid development of information technology and data science, as well as the innovative concept of “Internet+” education, personalized e-learning has received widespread attention in school education and family education. The development of education informatization has led to a rapid increase in the number of online learning users and an explosion in the number of learning resources, which makes learners face the dilemma of “information overload” and “learning lost” in the learning process. In the personalized (...) learning resource recommendation system, the most critical thing is the construction of the learner model. Currently, most learner models generally have a lack of scientific focus that they have a single method of obtaining dimensions, feature attributes, and low computational complexity. These problems may lead to disagreement between the learner’s learning ability and the difficulty of the recommended learning resources and may lead to the cognitive overload or disorientation of learners in the learning process. The purpose of this paper is to construct a learner model to support the above problems and to strongly support individual learning resources recommendation by learning the resource model which effectively reduces the problem of cold start and sparsity in the recommended process. In this paper, we analyze the behavioral data of learners in the learning process and extract three features of learner’s cognitive ability, knowledge level, and preference for learning of learner model analysis. Among them, the preference model of the learner is constructed using the ontology, and the semantic relation between the knowledge is better understood, and the interest of the student learning is discovered. (shrink)

This paper sets out to explore apparent contradictions between claims or assumptions to the effect that: (i) teaching is a profession; (ii) good teaching involves the cultivation of positive personal relationships with pupils; (iii) professional relationships should be of an essentially formal or impersonal nature. It is argued that the very real contradictions to which teaching as a professional occupation is prone are a function of fundamental tension between the essentially deontic character of professional principle and regulation, and the inherently (...) 'virtue ethical' nature of teaching as a form of pre-theoretical and non-technical moral association. The paper concludes by identifying and offering some comment on three such areas of tension. (shrink)

W E Andersen; Education and the Ethical Concept of a Person or Willie, and the Redoubtable Mr. Chips, Journal of Philosophy of Education, Volume 2, Issue 1, 30.

It is suggested that the current hierarchical (Frankfurt-Dworkin) model of personal autonomy in philosophical anthropology gives expression to the fundamental presupposition of self-determination in much educational practice and pedagogical theory. Radical criticisms are made of the notions of self-identification and self-evaluation which are of the utmost importance to this model. Instead of relying on such ‘acts of the will’ as decision and choice for the explanation of self-identification and self- evaluation, the non-intentional as well as the non-individualistic character of these (...) processes is stressed and analysed in terms of volitional necessity and social dependence. The consequence of this criticism is the substitution of the concept of extreme personal autonomy by that of caring about oneself as the first principle of education. (shrink)

Discussion regarding education’s aims, especially its ultimate aims, is a key topic in the philosophy of education. These aims or values play a pivotal role in regulating and structuring moral and other types of normative education. We outline two plausible strategies to identify and justify education’s ultimate aims. The first associates these aims with a normative standpoint, such as the moral, prudential, or aesthetic, which is overriding, in a sense of ‘overriding’ to be explained. The second (...) associates education’s ultimate aims with the intrinsic value of personal well-being. We advance reasons to doubt that these strategies are successful. The shortcomings of these strategies impute yet further urgency to the issue of how we are to ascertain and validate education’s ultimate aims. (shrink)

We aimed to analyze personality-related determinants of physical activity among Polish and Spanish physical education students. The study was conducted among 219 Polish and 280 Spanish PE students, using the International Physical Activity Questionnaire and the NEO-FFI Personality Inventory. Compared with Spanish PE students, their Polish counterparts are characterized by a higher level of extraversion and conscientiousness and a lower level of neuroticism. The level of total physical activity for all students was 8,697.21 METs, and this value (...) was higher among Polish students. Among Polish and Spanish PE students, the level of total, vigorous, and moderate physical activity increased along with the increase in extraversion, while a decrease occurred along with the increase in neuroticism. The level of each domain of physical activity also increased in line with the intensification of student conscientiousness. In moderation analyses, it was shown that the home country of students may be considered a moderator of the relationship between conscientiousness and total exercise in such a way that the physical activity increased along with the increase in conscientiousness only among the Polish students. In addition, the country is a moderator of the correlation between moderate physical activity and neuroticism, openness, and conscientiousness, with moderate activity only decreasing among Polish students and increasing along with the increase in openness and conscientiousness. Positive correlations among physical activity, extraversion, and conscientiousness, as well as negative ones with neuroticism, were demonstrated among Polish and Spanish students, and also the moderating impact of the country on the correlation between personality-related dimensions and physical activity. (shrink)

ABSTRACT Most university students have engaged in some form of academic dishonesty. These actions can have detrimental consequences for the student, the university, and society at large. It is important to understand factors that contribute to academic dishonesty as well as to identify potential predictors of this behavior. This study employed an experimental design with 361 undergraduate students in a laboratory setting. Deception was used during the experiment to determine the impact of peer influence, personality, and an honor code (...) on cheating behavior. Results revealed that peer influence had the largest impact on cheating behavior. In addition, personality, specifically, individuals who scored high on the openness trait were significantly more likely to cheat than those who scored lower on this trait. Implications of these findings for addressing academic dishonesty in higher education are provided. (shrink)

What kind of education do students need to begin to think about who they are and how they can find significance in their lives? Both are essential to enable a life of happiness, freedom, and success. To deal with inevitable change, each individual must have a sense of self and purpose. That is what this book intends to tackle.

This edited volume examines the role of personal epistemology in teaching across early childhood, primary, secondary and tertiary contexts, and the implications for teacher education, incorporating the most up-to-date research and ...

현대 청소년들이 지닌 인성 문제에 대한 분석을 통해 표출된 여러 문제점을 개선하고자 유교의 수신 이론 중의 배려 이론을 고찰하는 것이 이 글의 주된 목적이다. 오늘날 청소년들이 지닌 가장 큰 문제는 타인을 배려하는 의식이 결여된 것이라고 본다. 배려는 타인을 의식하고 타인의 기쁨이나 아픔에 대해서 공감하는 도덕적 마음을 토대로 형성된다. 그런데 청소년들에게는 이러한 도덕적 의식이 부족하기 때문에 타인의 권리를 침해하는 행위, 즉 폭력 등으로 이어지며 이러한 폭력은 자살과 같은 극단적인 선택으로 이어지기도 한다. 유교는 우리 전통 사상 중에서도 가장 심대한 영향을 끼친 학파이다. (...) 특히 사서(四書)라고 일컫는 “논어”, “맹자”, “중용”, “대학” 등에는 많은 수신 이론들이 전해져 오는데 이들 수신 이론에 공통적으로 흐르고 있는 사상은 타인에 대한 존중과 배려 의식이라고 생각된다. 개인의 수양에서 머무르는 것이 아니라 타인의 처지를 먼저 배려하는 마음을 사회 속에서 실천하는 것이 유교 수신 이론의 골자라고 생각되며 이를 덕목으로 개발하여 청소년 인성교육에 활용하려는 노력이 필요하다고 본다. 청소년의 인성교육은 아무리 강조해도 지나치지 않는다고 할 정도로 매우 심원한 중대성을 지닌 것이다. 대부분의 청소년 문제는 청소년의 그릇된 인성에서 비롯되는 것이기 때문이다. 배려 의식이 부족한 현대 청소년의 인성을 바로잡기 위해 이 글은 유교의 수신 이론 속의 배려 의식을 유추하여 이를 도덕교과 수업에 적용시킬 수 있는 방안을 모색하고자 한다. 이러한 작업은 전통 사상의 가치와 의의를 이해하고 이를 계승한다는 측면에서도 의의가 있다. (shrink)

The central argument of this book is that the interrelated ideas of the educated person and a liberal education are in need of serious rethinking. The book contributes to this rethinking through an analysis of influential historical and contemporary treatments of liberal education, as well as scholarship in feminist theory and critical pedagogy. The book concludes by presenting a new ideal of the educated person and a reconceptualization of liberal education.

Although ethics instruction has become an accepted part of the business school curriculum at both the undergraduate and graduate levels, some scholars have questioned its effectiveness, and research results have been mixed. However, studies yield interesting results regarding certain factors that influence the ethicality of business students and may impact the effectiveness of business ethics instruction. One of these factors is gender. Using personal and business ethics scenarios, we examine the main and interactive effects of gender and business ethics (...) class='Hi'>education on moral judgment. We then analyze the relationships between gender and business ethics education on personal ethical perspectives. Our results indicate that women are generally more inclined to act ethically than men, but paradoxically women who have had business ethics instruction are less likely to respond ethically to business situations. In addition, men may be more responsive to business ethics education than women. Finally, women’s personal ethical orientations may become more relativistic after taking a business ethics class. (shrink)

청소년 인성교육을 위한 다양한 논의가 있어 왔다. 그러나 우리의 정서와 문화에 부합되는 인성교육의 내용을 확충하기 위한 노력에는 다소 미진한 측면이 있었으며, 설령 그것과 관련된 시도가 있었다 하더라도 유교사상에 한정된 측면이 없지 않아 있었다. 이글은 바로 이러한 점에 착안하여 청소년 인성교육을 위한 내용과 덕목 개발을 위하여 묵자의 겸애사상을 고찰하는 데 그 목적이 있다. 묵자의 겸애사상에 대해 기존의 연구는 ‘무차별’ 혹은 ‘무차등’에 지나치게 경도되어 남과 나를 구분하지 않는 태도라고 비판하여 왔다. 이는 묵자의 본의를 제대로 이해하지 못한 것이다. 묵자의 겸애사상 역시 자근지원(自近至遠)에 입각하여 (...) 자신에 대한 사랑을 전제로 해야 한다. 다만 이러한 사랑은 다른 사람에게 손해를 끼치면서 자신의 이익을 도모하는 것[損人利己]이 아니라, 철저하게 자신을 희생하여 남을 이롭게 하는 정신이다[損己利人]. 오늘날 청소년들 인성의 가장 큰 문제는 이기적 심성이 너무 투철하고 타인을 배려하는 정신이 너무 박약하다는 점이다. 가족과 주변 사람들에게 어떤 아픔을 주는지 아랑 곳 하지 않은 채 자신의 고통과 난관을 없애기 위해 자신을 해치는 행위, 또 자신만의 이로움을 위해 남에게 폭력을 행사하는 청소년도 우리의 주변에서 더 이상 드문 현상이 아니다. 이러한 청소년의 그릇된 인성에 대해 묵자가 제시한 ‘서로 사랑하고 서로 이로움’을 나누라고 강변한 겸애사상이 의미 있는 작용을 할 수 있다고 본다. (shrink)

Etic psychometric tools work less well in non-Western than in Western cultures, whereas data collected online in the former societies tend to be of superior quality to those from face-to-face interviews. This represents a challenge to the study of the universality of models of personality and other constructs. If one wishes to uncover the true structure of personality in a non-Western nation, should one study only highly educated, cognitively sophisticated Internet users, and exclude the rest? We used a (...) different approach. We adapted a short Big Five tool, previously tested successfully in 19 countries on all continents, to Mongolian culture. EFA and CFA analyses across a nationally representative sample of 1,500 adult Mongolians recovered the Big Five satisfactorily. A Big Two model was also recovered reasonably well. Correlations between personality traits and age, as well as gender differences, were not different from those reported for Western samples. Respondents with higher education, or higher-than-average socioeconomic status, or urban dwellers, or Internet users, did not yield a clearer Big Five than the whole sample. Our method may be preferable to exclusion of specific demographic groups in Big Five studies of non-Western populations. (shrink)

AI arrival promises to solve the needs of personalization in education. The following paragraphs aim to shed light on the concept of personalization by providing a philosophical conceptualization that enables an analysis of its scope and applications within the framework of the digital transformation of higher education. The paper explains the reasons why the goal of personalization is so deeply rooted in the digital transformation. It also describes the five meanings attributable to the concept and details their philosophical (...) underpinnings. This helps clarify the distinction between the extrinsic and intrinsic orientations of personalization, which, in turn, allows to apply this distinction within the framework of the digital transformation of education. (shrink)

Ancient India recognized the supreme value of education in human life. The ancient thinkers felt that a healthy society was not possible without educated individuals. They framed an educational scheme carefully and wisely aiming at the harmonious development of the mind and body of students. What they framed was a very liberal, all-round education of a very high standard, calculated to prepare the students for a useful life in enjoying all aspects of life. This is essentially a universally (...) applicable educational framework highlighting the purpose of human life and interconnectedness at all levels of existence as a basis of human values. Insights from ancient Indian educational system are of great help in facilitating the production of a creative, ethical and a learning mind, which will concern itself not only with greater ‘progress’, but primarily or more importantly with the inner transformation of the human consciousness. (shrink)

This methodological article provides a Mixed Method approach to analyze how the Teaching Personal and Social Responsibility (TPSR) Model is feasible to enhance student’s autonomy. The objective is to detect how teachers’ behavior-oriented patterns shift in response to continuing professional development to reinforce TPSR strategies. We compared the application of TPSR by three teachers who had previously attended a training course for this model, with that of an expert in the model. A total of 44 sessions of primary and secondary (...) school semesters in various subjects, taught by all four teachers and comprising 120 students. A mixed-method approach followed in the study involved: a) the Observational System of Teaching Oriented Responsibility (OSTOR), which revealed how the teachers’ behavior patterns shifted over their interventions, and b) the Tool for Assessing Responsibility-Based Education (TARE 2.0.), which focused on perceived behaviors by teachers and student behaviors. Data analysis was conducted for a) the T-pattern detection technique, b) polar coordinate analysis to obtain detailed sequences of instruction, and c) descriptive and correlational analysis from the TARE. The mixed-method analysis of data confirms how the TPSR improved the teaching behaviors of the three teachers in training compared with the expert teacher. (shrink)

This article explores contrasting interpretations of early Confucian philosophy as they apply to education, focusing primarily on the Analects of Confucius, the Mencius, and the Xunzi 荀子. I first describe a common interpretation of the Confucian worldview, according to which an already perfected way is thought to have been established. This view tends to encourage thinking of education as a process of conveying the True Way and ensuring conformity to the norms that constitute it. I then describe and (...) defend a contrasting Confucian worldview, in which the learner’s initiative, critical engagement, creativity, and personal qualities play a significant role. According to this interpretation, the way is, to some degree, indeterminate and evolving, and thus more open to participatory inquiry as well as influence. Illustrious virtue, which Confucian learning aims at developing, is likewise to some degree indeterminate and legitimately personalized. Although some degree of conformity to established norms is involved, especially in early stages, Confucian education culminates in the cultivation of personal distinction, developing one’s own uniqueness. (shrink)

This book presents an engaged learning curriculum for higher education that helps emerging adults and professionals-in-training develop psychological resilience and community-building interpersonal skills. The curriculum mentors a person-centered process of psychospiritual maturation through growth in five dimensions of self: bio-behavioral, cognitive-sociocultural, social-emotional, existential-spiritual, and resilient worldview formation. This growth promotes student well-being and a positive campus culture, while preparing them to build cultures of health, social justice, and peace in the social systems where they will work and live.

Abstract:The focus of this article is on the social and personal development of children. The essay's point of departure is a specific idea about holistic personal development in the classroom with reference to the philosopher Michel Serres. A historical perspective will be added by the concept of the bildungsreise (in French, Le Grand Tour; in English, educational or cultural journey). This perspective allows us to raise the question of how the idea of increasing self-awareness, coping with life challenges, and the (...) tuning of long-standing aspirations through an educational journey can be related to the concepts of bildung (German) and bildning (Swedish). To understand bildning, a girl's survival in a wide, mystical forest in Astrid Lindgren's novel Ronia, the Robber's Daughter will be sketched as an example of a bildningsresa. A bildningsresa differs somewhat from a bildungsreise. We subsume bildungsreise and bildningsresa under the concept of the educational journey, with the awareness that this term has its own history that we cannot thematize. Modelling the idea of bildung and bildning within the glocalized world, the idea of an educational journey will be connected to personality development in the classroom, seen in Serres's terms. (shrink)

Our objective is to examine the effects of Big Five personality traits on ethical ideologies using a time-lagged design of 406 employees of higher education institutions in Pakistan. Based on low/high idealism versus relativism, we investigate the conceptual linkage between each of the personality traits and moral philosophy. The results illustrate that extraversion and openness to experience believed on subjectivism moral philosophy, agreeableness believed on situationism, and neuroticism believed on absolutism moral philosophies. In addition, contentiousness believed on (...) exceptionism moral philosophy. Furthermore, managerial implications and future research directions are suggested. (shrink)

Chapter One Introduction: the concept of a teacher People teach each other many things in the course of their everyday lives. There is a distinction, ...

Adrian Thatcher; Education and the Concept of a Person, Journal of Philosophy of Education, Volume 14, Issue 1, 30 May 2006, Pages 117–128, https://doi.org/10.1.

A transformational model of professional identity formation, anchored and globalized in workplace conversations, is advanced. Whilst the need to theorize the aims and methods of clinical education has been served by the techno-rational platform of ‘reflective practice’, this platform does not provide an adequate psychological tool to explore the dynamics of social episodes in professional learning and this led us to positioning theory. Positioning theory is one such appropriate tool in which individuals metaphorically locate themselves within discursive action in (...) everyday conversations to do with personal positioning, institutional practices and societal rhetoric. This paper develops the case for researching social episodes in clinical education through professional conversations where midwifery students, in practice settings, are encouraged to account for their moment-by-moment interactions with their preceptors/midwives and university mentors. It is our belief that the reflection elaborated by positioning theory should be considered as the new epistemology for professional education where professional conversations are key to transformative learning processes for persons and institutions. (shrink)

Around the world, the landscape of Higher Education is increasingly shaped by discourses of employability, rankings, and student satisfaction. Under these conditions, the role of universities in preparing students for all facets of life, and to contribute to the public good, is reshaped in significant ways: ways which are often negative and pessimistic. This book raises important and pressing questions about the nature and role of universities as formative educational institutions, drawing together contributors from both Western and non-Western perspectives. (...) While the editors and contributors critique the current situation, the chapters evince a more humane and compassionate framing of the work of and in universities, based on positive and valued relationships and notions of the good. Drawing together a wide range of theoretical and conceptual frameworks to illuminate the issues discussed, this volume changes the debate to one of hopefulness and inspiration about the role of higher education for the public good: ultimately looking towards a potentially exciting and rewarding future through which humanity and the planet can flourish. (shrink)

There is now a considerable literature on Michel Foucault but this is the first monograph which explicitly addresses his influence and impact upon education. Personal autonomy has been seen as a major aim, if not the aim of liberal education. But if Foucault is correct that personal autonomy and the notion of the autonomous person are myths, then the pursuit of such an aim by educationalists is misguided. The author develops this critique of personal autonomy and liberal (...) class='Hi'>education from the writings of Foucault, and also considers Foucault's own educational practices. The author, James Marshall, who lives in New Zealand, has already written several articles for academic journals on Foucault. (shrink)

Purpose. With the consideration of anthropological tendencies in modern science, the purpose of the article is to analyze the problem of the subject of cognition, philosophical-psychological rationale for the need to complement it by the concept of "the researcher’s personality". Theoretical basis. The authors rely on post-non-classical methodological tools and basic principles of complexity theory, as well as theoretical provisions of epistemological constructivism, the results of theoretical and empirical psychological studies. In them, authors revealed psychological features of the potential (...) of self-realization of a person prone to innovation and research activities and transfessionalism, including the resources and reserves of the researcher’s personality. Originality. The concept of the subject of cognition is expanded by the concept of "researcher’s personality" and derivative concepts that describe the dynamics of self-harmonization of originative co-generative strengths and opportunities of self-realization of an enlightened person, reveal the degree of correlation in the cognition of the subjective and objective dimensions of his life. It is substantiated that further analysis of the problem of anthropologization of science requires appropriate onto-epistemological grounds that reveals the unity of cognition-education-skill as an essential characteristic of the maturity of the researcher’s personality of scientific knowledge. Conclusions. In the context of anthropological shifts in modern science, the philosophical-psychological analysis of the problem of the subject of cognition is actualized. The psychological research proves the advisability of using the "researcher’s personality" concept as a basic one for understanding the formation of an enlightened human-creator, capable of auto-eco-organization, self-transcendence, and syzygy with the Universe at different levels of innovational research activity. The self-realization of the researcher-personality is a way-search for the authenticity of the multiform unity of life, the personal meaning of scientific truth, and the self-harmonization of the originative co-generative co-determinative strengths in the knowledge of an enlightened person. Including the concept of the subject of cognition in the ontology of the unity of difference-multidimensional poly-essential autopoetic integrity, the anthropologization of science is intended to revive the ancient idea in the unity of truth, education and skill of a scientist, defining the ideal of a modern human-transfessional. (shrink)

Proactive personality is a key determinant of entrepreneurial intention. Few studies have explored the mediating and moderating mechanisms underlying this relationship. This study investigates the association between proactive personality and entrepreneurial intention and examines the mediating role of perceived entrepreneurial support and the moderating role of gender. Using a cross-sectional design, 1,515 senior students from Chinese private colleges were recruited using random cluster sampling. They completed a battery of self-reported online questionnaires on proactive personality, perceived entrepreneurial support, (...) and entrepreneurial intention. The results revealed that perceived entrepreneurial support mediates the association between proactive personality and entrepreneurial intention. Moderated mediation analysis indicated that the relationship between proactive personality and perceived entrepreneurial support and that between perceived entrepreneurial support and entrepreneurial intention are moderated by gender. Specifically, the positive association between proactive personality and entrepreneurial intention was stronger in male students, and the positive association between perceived entrepreneurial support and entrepreneurial intention was stronger in female students. This study contributes to the understanding of how proactive personality predicts entrepreneurial intention in Chinese private college students and bears implications for higher education institutions and policymakers that entrepreneurship promotion agenda should focus on improving perceived entrepreneurial support and considering the gender of students. (shrink)