만남，어원，구조，개념의 교육적 프리즘

Educational Prism of Encounter, Etymology, Structure, and Concepts

It is that the applicability and conceptuality of such a configuration that specifically concerns prism on encounter, etymology, structure , and concepts in education. The paper maintains that the move to describe the teacher-student relation is indeed inter-dependence by serious encounter. The problem arises in that we remain sure of the fundamental purpose of education. also I draw on the work of etymological approach on eastern and western tradition on education. In these instances, we have said difference in a specific cultural program. This conception of the work of the trace helps clarify and decode the meaning of education. In other aspects, to be put in a question is ready to move the structural logic of education. Education, one nlight adventure, is ‘being-Ied-else-where. ’ To teach, then, is to instigate or allow the student’s ex-cendence[啓明] of him self or her self. This ideal is Sang-Gu-B o-Ri[上求普提] ， Ha-Hwa-Joong-Saeng[下化衆生]， and Jul-Tak-Dong-SH뼈隊「庫隊同時] in the Seon[輝] Buddhistic paradigm. It is for this reason that one nlight refer to a structural paradigm of education. In fmal aspects , the field to the concept of ‘concept’ in education always tells us something about an educational ‘theory’ from itself. πlis approaches articulates the theoretical frame of educational phenomenon. 까lrough this explication of the question within “the" concept education appears in lens and lens.