The Public role of school teachers in Korea: For its conceptual reconstruction through its historical tracing

Abstract
This paper makes a bold attempt to make sense of contemporary Koreans’ common expectation of the educational role of public school teachers by tracing its historical and cultural roots to the neo-Confucian humanistic tradition of the Joseon dynasty in Korea that lasted for about 500 years until Korea began to modernize in the late nineteenth century. In this attempt, the key concepts to be explored as equivalent to the Western idea of ‘liberal learning’ are the Confucian ethics of ‘learning for oneself’ and its relation to schooling and teaching. The discussion focuses on whether and how this ethics of learning can be recovered in such a way as to accommodate the postmodern condition of our society, as the educational legacy of the humanistic tradition of East Asia that can keep the public spirit alive in modern schooling.
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DOI 10.1080/00131857.2018.1427573
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References found in this work BETA

The Public Use of Reason.Onora O'Neill - 1986 - Political Theory 14 (4):523-551.
Two Concerns of the Confucian Learner.Youn-Ho Park - 2016 - Educational Philosophy and Theory 48 (1):97-105.
I. The Public Use of Reason.Onora O'Neill - 1986 - Political Theory 14 (4):523-551.

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