CAJ | 학술논문

“教育自性”乃教育之灵魂与主宰，教育应定位于人性之提升或日人的全面发展的根基上——围绕真、善、美而展开。此可视为教育之自性。然而在实用主义、科技理性一统天下的当下，教育“自性”日益发生蜕变：民族性的退场、德性教育的弱化、知性的蜕变以及外在诸多于扰教育“自主性”的因素皆对教育构成严峻的挑战。如何回归“真正的教育”，促进人性的全面发展当是我们反思的重大课题。
“교육자성”내교육지령혼여주재，교육응정위우인성지제승혹일인적전면발전적근기상——위요진、선、미이전개。차가시위교육지자성。연이재실용주의、과기이성일통천하적당하，교육“자성”일익발생세변：민족성적퇴장、덕성교육적약화、지성적세변이급외재제다우우교육“자주성”적인소개대교육구성엄준적도전。여하회귀“진정적교육”，촉진인성적전면발전당시아문반사적중대과제。
The idiosyncrasy of education is the soul of the education and the education should be established on the developing of the humanity which unwind around the truth, the virtue and the beauty. But, at present, in some degree, most of the people are controlled by the pragmatism and technicism, which lead to the education＇s loss of its traits： the lack of nationality, the weakening of moralism, the spallation of intellectuality, and many outside influencing factors on the idiosyncrasy of education, which threats and challenges education. How to return ＇ the real education＇ and expedite the development of the humanity is the big problem we must reflect on.