3. The Education of Dominion
An Education for the Perfection of the Nature of Dominion
An education of dominion refers to that education we receive which prepares us to manifest our dominion over the creation. In order to perfect one’s nature of dominion, one must first acquire knowledge about the objects over which one is to have dominion. Intellectual education, or the education of knowledge, is necessary for that purpose.
Next, one needs to be educated in those techniques through which one can express the creativity necessary to have dominion over objects. That purpose is served by technical education. Furthermore, in order for us to become the subjects of dominion, our physical strength must be developed. That purpose is realized through physical education. Thus, intellectual education, technical education, and physical education, together, are all included in the education of dominion.
Through an intellectual education we obtain the knowledge necessary for us to have dominion. Intellectual education comprises various fields including the natural sciences, politics, economics, social studies, cultural studies, and so on, according to the field of dominion. All of these are included in the concept of dominion over all things. Since technology is a direct means of exercising dominion over all things, technical education serves as the core in the education of dominion. Finally, needless to say, physical education and the promotion of physical ability is important for a dominion over all things. In technical education and physical education as well, there are various specialized fields. For example, the education of art, particularly education in the performing arts, may be regarded as a kind of technical education. In short, the purpose of an education of dominion is to become well-versed in the various methods of developing one’s creativity. Creativity is inborn; everyone is naturally endowed with a creative potentiality. An education of dominion, however, is necessary in order to actually mani-fest it.
Development of One’s Creativity and Formation of the Two-Stage Structure
The development of one’s creativity refers to the cultivation of one’s ability to form an inner four position foundation and to enhance one’s skill in forming an outer four position foundation, thus resembling God’s two-stage structure of creation. The ability to form an inner four position foundation refers to one’s ability to form a logos, or to construct a plan. In order to be able to develop a logos, one must acquire a great deal of knowledge through intellectual education, and thus enhance the contents of the inner Hyungsang (ideas, concepts, etc.) qualitatively as well as quantitatively. The more knowledge (information) one obtains, the richer and deeper one’s ideas become. To form a logos means to develop a new idea. Technical innovations in industry are also developed through the repetitive creation of ever-new kinds of logos.
Following this, the cultivation of one’s ability to form the outer four position foundation refers to the enhancement of one’s ability to substantiate ideas through the use of tools and materials according to a certain plan―in other words the development of skills in conducting outer give and receive action. Here, technical education is required. Of course, good physical condition is required as well. Therefore, improving one’s physical strength through physical education is also necessary.
One’s Education of Dominion must be Based on a Universal Education
An education of dominion must be carried out on the basis of, and in conjunction with, an education of heart and an education of norm. Only when based on heart (love) and norm can one’s intellectual, technical, and physical education become wholesome, and one’s creativity be fully manifested.
An education of heart and an education of norm constitute a “universal education” since they must be given universally to all people. On the other hand, an education of dominion should be given to people according to their abilities, interests, and desires. Some may major in natural science, others in literature, and still others in economics, and so forth. Thus, the field a person chooses varies depending on that person’s preference and aptitude. In this sense, an education of dominion becomes, in principle, an “individual education.”
It can be said that universal education and individual education are in the relationship of Sungsang and Hyungsang. The reason is that an education of heart and of norm are a more spiritual education, that is, an education of the mind, whereas an education of dominion is a more material education since it is for exercising dominion over all things. Accordingly, a universal education (an education of heart and of norm) and an individual education (an education of dominion) must be carried out together in a relationship of subject and object. That is what is meant by a “balanced education” (see fig. 5.2).
In ancient Greece, in the Middle Ages, and in the Modern Age, there was always an effort to provide an education of love and an education of ethical and moral principles, even though the teachings provided were not perfect. Today, however, these kinds of education are being almost totally neglected. In many cases what can be called an “unbalanced education,” with an excessive emphasis on knowledge and technique, is being practiced. As a result, the healthy growth of human nature is being severely hampered. Therefore, a new theory of education must be advocated, whereby an education of true love and of ethics and morality can be conveyed on an entirely new level. It will be on this new basis that an intellectual and technical education can most appropriately be conducted.
Only through such a balanced education can science and technology be guided in the proper direction. Then, such problems as pollution and the destruction of nature will naturally be solved. Moreover, through this kind of education, teachers will once again be able to regain their authority as teachers.
It should be re-emphasized here that the starting point of education lies in family education. School education is primarily an extension and development of family education. Accordingly, family education and school education must be closely united. Otherwise, it would be difficult for an education of heart and of norm, as universal education, to be carried out. Unity in education could hardly be expected if family education and school education were not united.