Claim. Corresponding to the three educational ideals, three distinct forms of education are required: education of heart (for individual perfection), education of norm (for family perfection), and education of dominion comprising intellectual, technical, and physical education (for dominion perfection).
Elaboration. Lee structures the entire pedagogical program as a three-fold scheme directly mapped to the three blessings (II. Three Forms of Education). The education of heart aims at the perfection of the individual; it nurtures children to love all people and all things in the way God loves them, by guiding them to experience God’s heart. The education of norm aims at the perfection of the family; it equips a man and woman to fulfill their respective conjugal roles and to observe the commandment of God regarding sacred sexuality. The education of dominion aims at the perfection of dominion; it develops intellectual knowledge, technical skill, and physical capacity necessary to exercise creative dominion over the creation.
The three are not optional electives but a structural package. Each addresses a distinct dimension of the human being’s relationship to God’s nature: heart-education addresses the inner unity (Sungsang/Hyungsang centered on heart), norm-education addresses harmony of Yang and Yin (conjugal and family relationships), and dominion-education addresses creativity (the ability to form inner and outer four-position foundations).
Moreover, the three stand in a hierarchical relationship. Education of heart and education of norm together constitute “universal education” — they must be given to everyone — while education of dominion is “individual education” because it varies by aptitude and interest (one student majors in science, another in literature, another in economics). Universal and individual education stand in a Sungsang/Hyungsang relationship, and a “balanced education” requires both. But the dominion side must rest on the heart-and-norm foundation, not vice versa.
This three-form scheme is the load-bearing architecture of Lee’s pedagogy. It generates the three ideal images (person of character, good citizen, genius) in section III, and it provides the diagnostic grid for the appraisal of rival traditions in section V — Pestalozzi’s mind/heart/hand triad is praised as a near-fit, while Dewey and the Marxist programs are critiqued for collapsing or omitting the universal-education layer.
See also. three-great-blessings-as-three-ideals-of-education, three-images-of-ideally-educated-person, balanced-education-universal-and-individual