• East Asian mathematical journal
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• v.27 no.2
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• pp.223-242
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• 2011

The fact that Herbart's education has realized in the educational context the Kant's theory of transcendental education by applying Kant's transcendentalism to education is of great significance for education. It also provides an implication for mathematics education that Herbart's education of mathematics education can be applied to mathematics education through an attempt to combine a practical ethics education and an aesthetic emotion education with mathematics education. Both Kant and Herbart clearly show that an only practical, aesthetic education would not exist as a solely theoretical mathematics education cannot. Therefore, these multi-dimensional aspects of mathematics education should be always considered as a whole although there could be a difference in importance among those aspects. It implies that, regardless of the environments for mathematics education, mathematics teachers and students must do mathematics education activities that take into consideration the humanity in its entirety. The theory of mathematics education based on Herbart's education reveals that the entireness of human being should not be neglected in any case. In this regard, Herbart's theory of education shows that mathematics education is an all-inclusive theory of mathematics education that embraces both phenomenon and transcendence.

• Journal for History of Mathematics
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• v.25 no.2
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• pp.35-55
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• 2012

This article discusses and reviews the mathematics education of Herbart who had clarified the nature of the scientific education and established the systematic study of pedagogy for the first time. We are mainly investigated the "Pestalozzi's Idea of an ABC of Sense-Perception Investigated and Scientifically Carried out as a Cycle of Preliminary Exercise in the Application of Forms" that proposed intuitive geometric education that embodied his theory on education. Based on this, We discusses the educational implications-the purpose and methods of mathematics education and so on.

• East Asian mathematical journal
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• v.29 no.4
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• pp.409-423
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• 2013

Herbart's education provides an implication for mathematics education that combine a practical ethics education with mathematics education. Herbart show that an theoretical mathematics education would not exist as a sole. It implies that mathematics education must do activities that take into consideration the humanity in its entirety. The theory of mathematics education based on Herbart's ethics theory of education reveals the entireness of human. There are possible explanations for the ways to increase the value of the mathematics education as an education for whole human. It is that the advantage of learning mathematics is not only that we can solve the problems we face in our lives but also that we can acquire a form of life.

• East Asian mathematical journal
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• v.27 no.4
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• pp.453-470
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• 2011

Arithmetic education is based not only on concept but also fundamentally on intuition. Pestalozzi understood time, a Kant's transcendental intuition, as numbers, a form of cognition, so that he considered intuition essential in arithmetic education. Pestalozzi and Herbart also recommended the intuitive arithmetic education. Significance of the arithmetic education based on intuition resides in the fact that arithmetic, an expression of nature and the world, is succeeded to modern arithmetic education because numbers, a cornerstone of mathematics, are symbolized as a law of mind reasoning.

• East Asian mathematical journal
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• v.28 no.4
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• pp.403-417
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• 2012

We can understand in the context of kant's philosophy the intuitive geometry education arguing that geometry education should begin with intuition. Both Pestalozzi and Herbart advocate a connection between geometry and intuition as well as a close relationship between geometry and the world. Significance of the intuitive geometry education resizes in the fact that geometry becomes both an example of and a principle of general cognition. The intuitive geometry education uses figures as an educational foundation in the transcendental condition for the main agent of cognition. In this regard, the intuitive geometry education provides grounds for the human character development.

• (The)Korea Educational Review
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• v.18 no.1
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• pp.45-63
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• 2012

The purpose of this study is to understand the educational traits of Sinchan Kyoyukhak(新撰敎育學) which was the first western education textbook of Hansung Normal School(漢城師範學校) since 1895. The result of this study is as follows;First, the subject of education was firstly regulated by the Act of Hansung Normal School(漢城師範學校規則:1895.7.23). Second, even though this book was authored by the Japanese, Kimura Tomoji(木村知治), it is published for the textbook of Hansung Normal School and I presume that he is one of the employed foreigner by the Joseon Dynasty. Third, this textbook was effected more by the trend of utilitarianism of Spencer and Pestalozzi than that of Herbart's theory which is concerned to the teaching method. Fourth, the theory of three fostering of Sinchan Kyoyukhak(fostering the virtue, wisdom, and physical body) is connected with the Royal Doctrine for Building State(敎育立國詔書) by Kojong(fostering the virtue, physical body and wisdom) in 1895, but the order of those are not the same.