홀리스틱 관점에서 본 무용교사교육의 내용적 특성 연구

Abstract

A loss of humanity and environmental problems fomented by today’s neoliberalism and scientism demand that humans, the world, and nature be understood as one category of thinking from a holistic perspective. As skepticism about the modern society and criticism on civilization grow, a need for well-rounded education, nature education, and global education has emerged, as well as an interest in education that allows us to comprehensively understand and embody this. Opposite from science which offers explanations by restoring the part to the whole, art is an organic integration of the part and the whole. As such, dance education, as an arts form that possesses an integrative nature, aims towards an integrative human education with the objective of developing wholeness. Therefore, dance instructors should integrate the emotions and knowledge of their students with nature and the world, and contribute to their growth as healthy and happy individuals in society by helping them achieve harmony with their own lives through education. However, schools are focused on scientific, objective, and propositional knowledge, and have a tendency to neglect dance education. Accordingly, the current study investigated the primary contents of holistic education, which is recognized as an alternative paradigm in the 21st century, as well as its meaning and value in a dance education setting. Based on this, this study explored the thematic content and conceptual characteristics for cultivating dance instructors with holistic qualifications. As a result, this study divides the thematic contents of dance instructor education into 1) a holistic perspective, 2) dance as an art form, 3) experiences as an integrative art, 4) application of media technology, 5) awareness of multiculturalism and identity, and 6) learning as a community of practice. The important point here is the holistic approach that organically connects and convergently combines the 6 types of thematic content with one another. To this end, this study aims for an integrated curriculum between school systems, a teaching methodology through the study and development of dance instructor identity, and a connection with the community in the learning process. The persuasiveness of this holistic education does not lie within a theory structure itself, but emerges from the attitudes towards life of the instructors who have received that education.