Claim. A balanced education combines universal education (heart and norm, given to everyone) with individual education (dominion, varying by aptitude) in a Sungsang/Hyungsang relationship, because heart-and-norm address the mind while dominion addresses material reality.
Elaboration. Lee structures education into two layers that must be present together (One’s Education of Dominion must be Based on a Universal Education). The education of heart and education of norm are “universal education” — they must be given universally to all people because they form character and the capacity for family life, which every human needs. The education of dominion (intellectual, technical, physical) is “individual education” because it should be tailored to each person’s abilities, interests, and aptitudes: some major in natural science, others in literature, others in economics.
Lee maps this onto the sungsang and hyungsang structure. Universal education is more spiritual — it is “an education of the mind.” Individual education (dominion) is more material — it is “for exercising dominion over all things.” The two stand in a subject-object relationship and must be conducted together. This is “balanced education.”
Lee then deploys this framework diagnostically against modern education. “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.” The result is “unbalanced education” with “excessive emphasis on knowledge and technique,” which “severely hampers” healthy human growth.
The payoff is concrete: only balanced education can give science and technology proper direction, and only through such education will problems like “pollution and the destruction of nature” be solved. Teacher authority will be restored because teachers will again have something universal — heart and norm — to transmit, not merely marketable skills.
The claim positions Unification pedagogy against both purely vocational/STEM-maximalist programs and against value-relativist humanism. It also explains why Lee insists family education and school education must be united — fragmented institutions cannot deliver universal education coherently.
See also. three-forms-of-education-heart-norm-dominion, dominion-requires-heart-centered-creativity, love-and-norm-must-be-united-in-education