• 21st centry Political Science Review
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• v.28 no.2
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• pp.27-46
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• 2018

In philosophy of Kant, Fichte, and Hegel, there is a tension between an idea of universal human equality and gender equality. Kant's philosophy is considered to have completed the idea of enlightenment but full of contradiction because there is no concept of woman in it. In the case of Fichte, unlike Kant, there are positive aspects in understanding the woman. However, these aspects are cancelled out by the way he assigns too high a value to the man. In Hegel, there remains the philosophical idea of Kant and Fichte, who discriminated women and separated women from the public world. Furthermore, there is only a scanty place for women in his concept of 'Geist' that is directed toward the denial of the existing order and the change of the world. Without considering such theoretical tensions, Kant's, Fichte's and Hegel's philosophical ideas (such as universal human rights, universal principles of human being, universal freedom and independence and autonomy of human being, public liberty, humanity, mutual recognition, free and equal citizens, dignity, morality or moral obligation, public use of reason, common legislation, world citizens, etc.) cannot be critically grasped.

• Journal of Educational Research in Mathematics
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• v.10 no.1
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• pp.57-72
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• 2000

In this paper, in order to explicate how mathematics education can contribute to humanity education, I enquired in which position mathematics occupy in Froebel's For this, I examined Froebel's theory of humanity education, his theory of mathematics education, and the applicational problem of his thoughts to nowaday education. Froebel's educational theory is based on the concept of the Divine Unity which is relevant to the notion of 'The Absolute' of Fichte, Schelling, Hegel. He claims that from inanimate objects to human being, all is subject to the eternal law, which is presided by God. So the world itself is the representation of this law of the Divine Unity and education consists in leading man to conscious and free representation of it. The revealing process of the inner law of the Divine Unity can be attained through the awareness of the divinity which resides in the self. And this process of self-consciousness is dialectical movement of the two opposites, i.e. 'inner' and 'outer' Froebel suggests that mathematics is the mediator between the inner and outer world, i.e. he suggests that since both human being and nature are the representations of the Divine Unity, mathematics is both the pure human spirits and the law of nature. Having such a role, mathematics becomes the main discipline in education. Though there are some criticism on Froebel's educational thoughts on mathematics discussed in this paper, it can provide a typical answer to the question about how mathematics education contributes to humanity education.