Document Type

Article

Publication Date

Winter 2017

Publication Title

Educational Theory and Philosophy

Volume

49

Issue

12

Pages

1146-1160

Publisher Name

Taylor & Francis

Abstract

This inquiry aims to advance curricular discourses on equity and social transformation by reviewing Korea’s indigenous philosophy and religion, Donghak [東學 Eastern Learning]. I explicate the ways in which the democratic ideals of equity and justice were implemented in nineteenth- and twentieth-Korean society, founded upon the “my mind is your mind” [吾心卽汝心] ontology. Three major philosophical-theological concepts are investigated, including serving God in the subject [侍天主 Shi-chun-ju], keeping a pure mind and correcting the energy [守心正氣 Sushim-jungqi], and creating a new cosmic world [開闢 Gae-byeok]. These concepts extend curricular discourses on equity, social transformation, and community in the crisis of market-oriented curriculum practices. Garnered from Donghak’s teaching, suggestions for curriculum theorists encompass: challenging the self–other dichotomy, including self-cultivation as an important curricular goal, and supporting an eco-centered life and its curriculum in the twenty-first century.

Comments

Author Posting © Philosophy of Education Society of Australasia, 2016. This is the author's version of the work. It is posted here by permission of Philosophy of Education Society of Australasia for personal use, not for redistribution. The definitive version was published in Educational Theory and Philosophy, Volume 49, Issue 12, 2017. http://dx.doi.org/10.1080/00131857.2016.1216386

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

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