The most important things in school education are the problems to teach student what and how. There are two main opposing standpoints in deciding the content of education that students will be taught according to educational aim. One is the standpoint of subject-matter curriculum to teach knowledge, culture and truth, etc. The other is experience-centered curriculum to make students master utility, adaptability, and activity. Recent educational programs have been made with discipline-centered curriculum such as subject-matter curriculum. Of course, in this curriculum intellectual education is important but students, ability to discovery, spirit of inquiry, structure of knowledge, intuitive thinking, nature of knowledge, and internal reward are more important. Knowledge of natural sciences, above all sorts of knowledge, makes human living more convenient and more wealthy. Also it has great meaning in strengthening the national detensive power. Powerful countries are those to teach students higher scientific technique. Recent age have developed mechanical civilization swiftly and have become individualistic, and difficult factors such as threat of war, diverse pollutions and lack of resources have been threatening the existence of human being and human beings survival itself. In the oriental Confucianism the educational ideal has more importance on harmonious human relationship for human beings. Like the critics of C.E. Sillerman and Ivan Illich current education must overcome dehumanization in school. On the view of this aspect, Yi yool-kok s educational idea will help us to establish new aim of education. The theory of Yi yool-kok resembles that of J.S. Bruner that supports the discipline -centered curriculum except expression differences. Especially it has close likeness to J.S. Bruner s theory in putting the importance on discovery and inquiry and causing the internal motivation. In conclusion, we will have to accomplish knowledge education and scientific technique education on the base of humane education.
Ⅱ. 교육내용 현대화-발견, 탐구의 학습에 대하여
Ⅲ. 학문형 교육과정 이해의 전제-Bruner의 Dewey 비판을 중심으로
Ⅳ. 현대의 학교가 안고 있는 것-지적 측면, 도덕적 측면
Ⅴ. 율곡의 교육관 조명-미래 교육목표의 한 전거로