Two Understandings of Difference and the Role of General Education
One of the key characteristics that defines modern society is the emergence of ‘differences’. While traditional societies avoided ‘differences’ and sought unity, modern society recognizes the existence of diverse religious, political, cultural, and philosophical viewpoints as an undeniable given of...
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Published in | The Korean Association of General Education Vol. 15; no. 6; pp. 87 - 101 |
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Main Author | |
Format | Journal Article |
Language | English |
Published |
31.12.2021
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Online Access | Get full text |
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Abstract | One of the key characteristics that defines modern society is the emergence of ‘differences’. While traditional societies avoided ‘differences’ and sought unity, modern society recognizes the existence of diverse religious, political, cultural, and philosophical viewpoints as an undeniable given of a social existence. In this social existence where differences are highlighted, we are constantly exposed to the question of how to accept the existence of differences. Through this paper, the author examines two perspectives for understanding and interpreting the existence of differences, and attempts to show the effect that these two perspectives have on the spirit of general education in universities.
The first perspective sees that the existence of various religious, political, cultural, and philosophical viewpoints should be resolved in the process of reaching one objective and universal viewpoint. Another view sees the existence of plural views on various topics, including philosophical, religious, and cultural views as the exact description of human living. According to this viewpoint, the reality of difference is not a tentative state that must undergo the process of moving toward something, but rather a natural state that humans must accept as such.
These two views stem from different epistemological backgrounds regarding knowledge. In this article, the author argues that general education at universities, which aims to provide a broad understanding of humans, society, and nature, has an obligation to provide comprehensive knowledge when it comes to these two perspectives. The author further argues that university education focused on major subjects cannot sufficiently fulfill its role in conveying comprehensive knowledge concerning these two perspectives. |
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AbstractList | One of the key characteristics that defines modern society is the emergence of ‘differences’. While traditional societies avoided ‘differences’ and sought unity, modern society recognizes the existence of diverse religious, political, cultural, and philosophical viewpoints as an undeniable given of a social existence. In this social existence where differences are highlighted, we are constantly exposed to the question of how to accept the existence of differences. Through this paper, the author examines two perspectives for understanding and interpreting the existence of differences, and attempts to show the effect that these two perspectives have on the spirit of general education in universities.
The first perspective sees that the existence of various religious, political, cultural, and philosophical viewpoints should be resolved in the process of reaching one objective and universal viewpoint. Another view sees the existence of plural views on various topics, including philosophical, religious, and cultural views as the exact description of human living. According to this viewpoint, the reality of difference is not a tentative state that must undergo the process of moving toward something, but rather a natural state that humans must accept as such.
These two views stem from different epistemological backgrounds regarding knowledge. In this article, the author argues that general education at universities, which aims to provide a broad understanding of humans, society, and nature, has an obligation to provide comprehensive knowledge when it comes to these two perspectives. The author further argues that university education focused on major subjects cannot sufficiently fulfill its role in conveying comprehensive knowledge concerning these two perspectives. |
Author | Park, Jun Woong |
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References | (ref19) 1971 Locke (ref12) 2010 Vernon (ref18) 1997 ref2 Berlin (ref7) 2013 ref1 Gracia (ref9) 1992 Wolfson (ref17) 2010 Descartes (ref8) 1970 ref4 Lessing Gotthold (ref11) 1992 Whitehead Alfred (ref16) 2007 ref3 ref6 ref5 (ref13) 2015 Gilson (ref10) 1963 Rawls (ref15) 1998 Popkin (ref14) 2003 |
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