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쑨원(孫文)의 혁명교육 고찰: 민족주의 시각을 중심으로
위민성 ( Wie Min-sung ),우버들 ( Woo Beo-dle ),신창호 ( Shin Chang-ho ) 한국교육철학회 2016 교육철학 Vol.60 No.-
In this research we analyze Sun Wen’s revolution education from the perspective of chinese nationalism. Sun Wen instigated the revolution of 1911 and established the first Chinese republican government; his “three people’s principles” played an important role in modern Chinese politics. Sun Wen tried to remind the people and make them conscious of their sovereignty through education. Critical of then-the feudalistic education, Sun Wen incorporated Western-modern education in to his philosophy of education, which then provided theoretical framework of the Chinese revolution. At the core of it was the so-called “advanced education”, based on Chinese nationalism, which encourages people to fight for independence as well as national prosperity and defense. The advanced education consisted of “proclaim education” and “constructive education”. The proclaim education was a means of disseminating revolutionary ideas through an armed struggle against Ching dynasty; the goal was to encourage people to participate actively. Constructive education could be divided into two periods, namely the period of pre-republic of China and post-republic of China; the aim and process of education in the former period was to “wipe out” the Manchu people of the Qing dynasty while in the latter, to build a country predicated on Chinese nationalism, which was hostile towards the Qing dynasty and any other thoughts that do not accord with it. The main purpose of revolution education was to inspire Sinocentrism and to solidify the country of the Chinese people. Ultimately, Sun Wen’s philosophy of revolution education provided foundation for the construction of a country of the Chinese people in which inspirational writing for the welfare of the people, loyalty to country, and public service are realized.
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우버들(Woo, Beo-dle),위민성(Wie, Min-sung),신창호(Shin, Chang-ho) 한국교육철학회 2019 교육철학 Vol.72 No.-
This research aims to reinterpret the ideas of Laozi which contended for embracing all forms of existence instead of differentiating them in an artificial manner. I will explore the features of Inclusion in Laozi and investigate how Inclusive Education can be employed. According to the Xuewenjiezi, Inclusion is the act of accepting and embracing something, just as a mother embraces her baby in love. There are various characteristics of Inclusion such as the Presence-Absence Win-Win, denial of Distinctive Knowledge, Pursuit of Emptiness and Silence, pursuit of Gentleness and Yielding. First, Laozi recognized the world as the Presence-Absence Win-Win. In other words, all things are mutually beneficial on the basis of one s opponent. Through the relationship between Being and Non-being, everything could coexist and be sustainable. This is applicable to unification education. Second, objectifying things through distinctive knowledge, distorts the way the world exists, and conflicts arise. Through denial of Distinctive Knowledge, we respect and preserve the diversity of things and we can make a harmonious society. This is typically important in multicultural education. Finally, we can reach fairness by emptying our minds and keeping them calm. And we are able to have an open mind when we have flexible thinking and a self-deprecating humility. This can be applied to education for the disabled for integration.
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