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, (): , 31
1 , , 2004a, 3-19.
, (): , 31 2
, , 2004b, 3-25.
, , 20 1
, , 2007, 1-22.
, , : , 2009
, , : , 2003
, , : , 1977
, , : , 1976
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- 107 -
Hayek's Concept of Competition in the Educational
Situations
Jeong-Nae Kim
This paper has tried to examine whether the concept of competition as
discovery procedure drawn by F A Hayek can be applied to the educational
situations where the concept of education is to be defined as 'an intended
activities', such as he puts 'artificial'. The meaning of competition has been
conceptually tackled and then some points have been shown as its conceptual
apparatuses, listed in autonomy, creativity, motivation, which comprises Hayek's
particular terminologies 'discovery procedure', 'spontaneous order' and the like.
The paper has demonstrated that these characteristics actually play a positive
role in the educational situations, which particularly enables one to find out
one's own strength and weakness in the process of teaching and learning
through competition. The arguments has also proved that the competition is
necessarily required to improve the pupil's educational situations and achieve
one's own established aims, which can be seen in terms of the positive-sum
game, not the zero-sum one, as in the same token of the market place.
Nevertheless, as this has conclusively demonstrated, the state intervention and
constraint attempted by the social engineering project distorted the genuine
concept of competition, one of which can be counted so-called 'High school
Equalized Policy' still remained in Korea.
Key Words: competition, discovery procedure, intentional activity, positive-sum
game