???? ¡®???? ???¡¯? ?? ??? ?? (Critical Reflection on Mok¡¯s Ranci¨¨re Education Theory)

? ?? ??? ????? ??? ????, ????? ?? ???? ????? ??? ???? ???? ? ??. ????? ¡®???? ?? ??¡¯? ??? ?? ??? ?? ???? ??? ??? ????, ???, ??, ??? ?? ??? ????? ????, ?? ??, ?? ??, ?? ??? ??? ?? ??. ? ?? ???? ???? ????? ??? ??? ???? ??????? ??? ????, ????? ???? ????? ??? ????? ??? ??? ????? ? ???. ?? ????? ??? ??? ?????, ????? ¡®??¡¯? ??? ???? ?? ?? ????????? ???? ???? ??? ??? ??? ?? ????. ??? ?? ????? ??? ?? ??????? ????, ??? ??? ?? ???? ?????? ????? ?? ?? ??? ??? ??? ?? ???? ¡®??¡¯? ???? ???? ??? ? ?? ???.

The purpose of this study is to reflect on and supplement Mok¡¯s educational philosophical studies on Ranci¨¨re while discussing Ranci¨¨re¡¯s philosophy. For Ranci¨¨re, Partage du sensible means, on the one hand, a kind of dividing line that shows a sharing and a division defining the respective places and shares, and on the other hand, a sharing in the way in which we feel, see, and speak. In the sense that Partage du sensible refers to a sharing of spaces, times and forms of activity, it is the aestheticization of politics, including the intellectual equality and emancipation. In this context, Mok¡¯s work, which attempts to evaluate the controversy of Students Human Rights Ordinance from the perspective of Ranci¨¨re¡¯s politics and police, or compares Ranci¨¨re¡¯s education theory with Freire¡¯s critical pedagogy, would be significant. Of course, it is undoubtedly true that his interpretation has its limits in that he views Ranci¨¨re¡¯s conception of education and politics as dualistic, and judges Ranci¨¨re¡¯s epistemology as having characteristics of postmodernism by relying on the concept of ¡®opinion¡¯. However, his works to intervene in the debate over Students Human Rights Ordinance as a work of educational philosophy and to solve the polarization of academic ability from the perspective of Ranci¨¨re¡¯s equality of intelligence could be evaluated as a positive aspect of doing philosophy of education.