A Historical Research: Educational Implications Represented in Marxism and Deweyism as Philosophy of Education
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This study written by a historical research has the aims to discover thefacts in the past, interpret them, and give meaning to them as well aspredicting the phenomena that will appear in the future. This study alsoexplores educational implications and alternatives through comparisonand analysis of Karl Marx’s and John Dewey’s philosophy to speak for theprogressive standpoint as the alternatives to educational issues of theschool curriculum influenced upon neo-liberalism. The similaritiesbetween the philosophies of Dewey and Marx include their beliefsregarding religion, economics, politics, social and individual freedom, andschooling. Both Marx and Dewey emphasize the importance of compulsoryeducation which has the oppositional meaning with respect to unlimitedcompetition and differential education based on the economic principles ofneo-liberalism which dominates the Korean society today. They stress thereformative curriculum that harmonizes with spirit, the body, technologyand vocational education. At the same time they agree that it is thegovernment’s responsibility to accept the educational costs of the nationwithout interfering in actual process of education. Unlike Dewey, Marxemphasizes a national core curriculum that is primarily concerned about the social aspects of schooling and is applied without local adjustments. Dewey, on the other hand, believes in a state core curriculum that ismore concerned about the psychological aspects of learning and providesa liberal right for the local districts to make proper changes to satisfytheir own needs.
Abstract
This study written by a historical research has the aims to discover thefacts in the past, interpret them, and give meaning to them as well aspredicting the phenomena that will appear in the future. This study alsoexplores educational implications and alternatives through comparisonand analysis of Karl Marx’s and John Dewey’s philosophy to speak for theprogressive standpoint as the alternatives to educational issues of theschool curriculum influenced upon neo-liberalism. The similaritiesbetween the philosophies of Dewey and Marx include their beliefsregarding religion, economics, politics, social and individual freedom, andschooling. Both Marx and Dewey emphasize the importance of compulsoryeducation which has the oppositional meaning with respect to unlimitedcompetition and differential education based on the economic principles ofneo-liberalism which dominates the Korean society today. They stress thereformative curriculum that harmonizes with spirit, the body, technologyand vocational education. At the same time they agree that it is thegovernment’s responsibility to accept the educational costs of the nationwithout interfering in actual process of education. Unlike Dewey, Marxemphasizes a national core curriculum that is primarily concerned about the social aspects of schooling and is applied without local adjustments. Dewey, on the other hand, believes in a state core curriculum that ismore concerned about the psychological aspects of learning and providesa liberal right for the local districts to make proper changes to satisfytheir own needs.
참고문헌 (19)
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