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Mozi(Master Mo) was a Chinese pragmatist who argued for Jian"ai (impartial care or universal love) in the fifth century B. C. The present text of Mozi consists of fifteen books unevenly divided into seventy-one chapters, eighteen of which are now lost. In this study, Mozie’s educational ideas, espistemologies and logics were abstracted, and his epistemological and logical relations were examined in order to explore his theories of instruction.
Mozie’s educational idea was an utilitarian love. He changed the utilitarian love to the yi(right), which can be present educational objectives. They were (1) against aggressive warfare, (2) economy in expenditures, (3) economy in funerals and (4) against music.
The essential elements of Mozie"s epistemological process were (1) sensory organ, (2) thinking, (3) finding and (4) wisdom. The epistemological process of sensory organ and the thinking was something similar to that of Western sense realism. Adopting all processes of his knowing processes, they would be similar to those of Western experimentalism. Sometimes Mozi used rationalistic knowing process in order to supplement that of experimentalism.
Mozi postulated three logical considerations for purporting good consequences of his proposal. They were (1) appealing to the classics, (2) tracing theory to its origin and (3) inferring a conclusion. They were similar to conceptual and logical analysis based on Western analytic philosophy.
It is supposed that Mozie’s epistemological theories and logical considerations had effects on his instructional method. He used three instructional methods. They were (1) some realistic instructional methods based on sensory organs and thinking processes, (2) idealistic instructional methods through symbolic representation and (3) pragmatic instructional methods by using idealistic and realistic knowing processes.
Also the discussions presented by Mozi as logical considerations could be adopted for his instructional methods. They were (1) distinguishing right and wrong, (2) examining subjective names and objective substances and (3) discriminating similarity and dissimilarity. Instructional methods disclosing facts from names and describing meaning by words were the same as the conceptual analysis used by analytic philosophers, while some methods explaining logical grounds by employing discourse.
Mozie’s Instructional methods were almost the same as today"s because he postulated that teaching and guiding principles should coincide with the learning and following processes. He also stated that teachers should have a good intention to teach well and show a fine example according to the student’s personality characters and intellectual capabilities.
Mozie’s educational idea was an utilitarian love. He changed the utilitarian love to the yi(right), which can be present educational objectives. They were (1) against aggressive warfare, (2) economy in expenditures, (3) economy in funerals and (4) against music.
The essential elements of Mozie"s epistemological process were (1) sensory organ, (2) thinking, (3) finding and (4) wisdom. The epistemological process of sensory organ and the thinking was something similar to that of Western sense realism. Adopting all processes of his knowing processes, they would be similar to those of Western experimentalism. Sometimes Mozi used rationalistic knowing process in order to supplement that of experimentalism.
Mozi postulated three logical considerations for purporting good consequences of his proposal. They were (1) appealing to the classics, (2) tracing theory to its origin and (3) inferring a conclusion. They were similar to conceptual and logical analysis based on Western analytic philosophy.
It is supposed that Mozie’s epistemological theories and logical considerations had effects on his instructional method. He used three instructional methods. They were (1) some realistic instructional methods based on sensory organs and thinking processes, (2) idealistic instructional methods through symbolic representation and (3) pragmatic instructional methods by using idealistic and realistic knowing processes.
Also the discussions presented by Mozi as logical considerations could be adopted for his instructional methods. They were (1) distinguishing right and wrong, (2) examining subjective names and objective substances and (3) discriminating similarity and dissimilarity. Instructional methods disclosing facts from names and describing meaning by words were the same as the conceptual analysis used by analytic philosophers, while some methods explaining logical grounds by employing discourse.
Mozie’s Instructional methods were almost the same as today"s because he postulated that teaching and guiding principles should coincide with the learning and following processes. He also stated that teachers should have a good intention to teach well and show a fine example according to the student’s personality characters and intellectual capabilities.
목차
Abstract
Ⅰ. 서론
Ⅱ. 교육목적
Ⅲ. 인식론과 논리적 관계
Ⅳ. 수업방법
Ⅴ. 요약 및 결론
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UCI(KEPA) : I410-ECN-0101-2014-405-000973186