시민성 함양을 위한 고등학교 청소년의 나눔교육

Abstract

Today, a growing number of people in Korea have interest in well-being, seeking for the‘quality of life.’The term 'quality of life’is a key word appearing in lessons about welfare without exception. When it comes to welfare, most people think of welfare system or policy in terms of benefits. This is mainly because welfare lessons in textbooks used at schools in Korea so far have leaned to the aspect of social security of the country. This study started from an understanding that a true welfare society requires voluntary sharing of citizens in addition to the state’s legal and institutional security and that to make the culture of sharing find a firm ground in our society, Philanthropic education is needed from the childhood. This study examined three issues; first to find what factors of philanthropic education contribute to the strengthen citizenship, the study explored citizenship features related to sharing and discussed the harmony between welfare state and welfare service by the private sector, and suggested the need of philanthropic education and learning methods. Secondly, to find out the present situations of sharing in Korea, the study looked into philanthropic education in other countries. In particular, among philanthropic education programs used in the United States, the world’s no. 1 donator country, the LTG program of Michigan which is used by many schools was analyzed. Thirdly, the study explored ways of philanthropic education for high school students of Korea in cognitive and empirical methods. As a cognitive method, the study analyzed contents of the current textbooks, focusing welfare-related lessons of social studies and culture textbooks of high school which cover welfare the most, and suggested that the four essential concepts of philanthropic education proposed by Bjorhovde be included and raised the need of the development of various programs applicable to optional classes or other subjects. As an empirical method, ways to promote students’ voluntary services should be developed, and it is necessary to teach students so that they do not think of donation special or hard, but they put into practice donation. The directions for philanthropic education for Korean youth are as follows; first, philanthropic education should be continued, rather than being temporary. Second, philanthropic education is made in cooperation of school, family, and community. Third, to ensure continued philanthropic education in cooperation of school, family, and community, various philanthropic education programs fit for individual students are needed.