• Journal of Korean Philosophical Society
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• v.139
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• pp.133-167
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• 2016

Happiness is no more than a pleasant mental state that we can feel everyday. How to seek happiness is the key subject of positive psychology, for which we also need a clear neural system so that our emotional life can be accomplished. This is an issue in people with neural problems (such as psychopathy or hypochondria) as they can not achieve such emotional clarity. In this sense neuroscience is thought of as a new approach that can replace the traditional rational insight which has been aimed at completing a virtual life. But there is also a limit: we can not reach a virtual life with only a confirmation of our transitive state. A practice of virtue which our moral ethos aims at, has been a problem of rational insight. Here is a gap between our emotional life and our rational insight in which an anguish of psychology results. So a task we should combine organically is band between neuroscientific fact and ethical practice; a new addition to psychology. But unfortunately psychology can not solve this problem by itself, for it is a meta-question arising beyond psychology. Thus an explication of this meta-question is, I believe, a new theory of moral philosophy; one that can only be explored using an interdisciplinary approach.

• Journal of the International Relations & Interdisciplinary Education
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• v.4 no.1
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• pp.85-111
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• 2024

Since the release of the 2000 PISA results, Finland's education has consistently been regarded as a competitor or benchmark for South Korea's educational system. However, recent indicators of division, opposition, and discontent within our educational sphere suggest a considerable departure from Finland's ethos of happiness in education. Against this backdrop, this study aims to analyze the trends in Finnish education-related research appearing in Korean academic journals. Utilizing network text analysis, we examined 160 papers indexed in RISS with titles containing "Finland" and "education". Key findings are as follows. Firstly, research on Finnish education has been steadily increasing, albeit showing recent signs of decline. Secondly, the majority of research topics were micro-level, with literature review-based methodologies predominating. Thirdly, a minority of researchers accounted for one-third of the total research output. Fourthly, countries compared with Finland predominantly included neoliberal states such as Japan, the United States, the United Kingdom, Australia, and Singapore. Fifthly, research themes and subjects primarily focused on primary and secondary education, particularly in domains such as mathematics and science, influenced by PISA. Future research on Finnish education should transcend localized and fragmented areas of inquiry, undertaking comprehensive investigations into the processes and history of Finland's happiness-oriented education. Such endeavors are essential for deriving insights crucial for our learning. Particularly, consideration should be given to moving beyond literature-based methodologies, fostering international collaborative discussions facilitated online, and linking the Finnish education community with educators, parents, students, local councils, and governmental stakeholders to collectively discuss and research.