This article may also be entitled as “An Introduction to Boundationism in Educational Philosophy” when we take the nature of this article into consideration. The writer, however, has replaced “foundationism” with “mutt” as appears in the title. The reason is that the writer foresees the possibility that “mutt” will be used widely all over the world, as well as “foundationism” which is an equivalent to “mutt”, as a name standing for the central idea of human formation, apart from the fact that the term “mutt” has been used with popularity for long and that it is a Korean word which clearly possesses a significance in educational philosophy. Hence, the writer wishes to continue investigating into the nature of “mutt” and to systemize logically all the implications of “mutt” in the modern educational philosophy. This efforts may be said, in other words, the same thing as fixing “foundationism” as an educational philosophy. Thus, the writer is the first to attempt to make use of the term “mutt” in educational philosophy as, for example, in “the educational philosophy of “mutt.” The term “mutt,” as we notice, has formerly been used quite unconsiously or simply habitually in everyday life without any significance notable to educationalists and at its best has appeared in some tilles of essays. The writer has tried to explore the basis of logic for the long cherished, pure Korean “mutt.” This basis, the writer hopes, will contribute to the word so that it will be used as the term standing for the central idea in the educational philosophy of Korea and it will also serve as logical basis for the formation of human beings of the world as well as of Korea after having been transposed to the state consciousness from that of unconsciousness. Thus, the writer has reached a definition of “mutt” which is equal to foundationism that it is a state of “the essence and elegance” in educational philosophy. With the lines mentioned above, the writer has stated the contents of this article as the following. In chapter I the writer has given the introduction, and in chapter Ⅱ he has discussed the significance of “mutt” from the viewpoint of educational philosophy. Chapter Ⅲ discuss the harmony between tradition and innovation. Chapter Ⅳ deals with the central idea of human formations, the fifth chapter with “mutt” and educational values, and the sixth with the rhythmic selfdevelopment through and adjustment. In the last chapter there appears the conclusion to all the outcomes of this article.