Educational Theory and Philosophy
Taylor & Francis
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.
Moon, Seungho. Donghak (Eastern Learning), Self-cultivation, and Social Transformation: Towards diverse curriculum discourses on equity and justice. Educational Theory and Philosophy, 49, 12: 1146-1160, 2017. Retrieved from Loyola eCommons, Education: School of Education Faculty Publications and Other Works, http://dx.doi.org/10.1080/00131857.2016.1216386
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