만남, 어원, 구조, 개념의 교육적 프리즘: 네 가지 코드에 대한 교육적 의미부여 작업 = Educational Prism of Encounter, Etymology, Structure, and Concepts

다국어 초록 (Multilingual Abstract)

It is that the applicability and conceptuality of such a configuration that specifically concerns prism on encounter, etymology, structure, and concepts in education. The paper maintains that the move to describe the teacher-student relation is indeed inter-dependence by serious encounter. The problem arises in that we remain sure of the fundamental purpose of education. Also I draw on the work of etymological approach on eastern and western tradition on education. In these instances, we have said difference in a specific cultural program. This conception of the work of the trace helps clarify and decode the meaning of education. In other aspects, to be put in a question is already to move the structural logic of education. Education, one might adventure, is `being-led-else-where.` To teach, then, is to instigate or allow the student`s ex-cendence[啓明] of him self or her self. This ideal is Sang-Gu-Bo-Ri[上求菩提], Ha-Hwa-Joong-Saeng[下化衆生], and Jul-Tak-Dong-Si[쵀啄同時] in the Seon[禪] Buddhistic paradigm. It is for this reason that one might refer to a structural paradigm of education. In final aspects, the field to the concept of `concept` in education always tells us something about an educational `theory` from itself. This approaches articulates the theoretical frame of educational phenomenon. Through this explication of the question within the concept education appears in lens and lens.

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