아동기 우화 활용에 대한 비판적 고찰
A Critical study on the Use of Fables During Childhood
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This study is an attempt to examine the educational value and adequacy of fables through critical study on the fables used during childhood. The influences and effects of the instructive aspects of fables implied on moral education and its validity will be examined. It is highly probable that the morals of fables told during kindergarten and lower grades of elementary school are distorted from the original intention. A large number of fables expect, as its moral, objective viewpoints and life’s diligence, sincerity, and wisdom. However children at such age group are still strongly attached to themselves and egocentric that being considerate towards others and having empathetic skills are unimposing, causing rather opposite results than what is intended. Also, it is possible that the hidden morals of fables are interpreted differently according to each individual. The essential educative function of fables is to develop the ability to compare the fable and oneself in reality. It is to learn from the mistakes, greed, and erroneous decisions made in the story and reflect on one’s life and plan their way of life. Therefore fables, considering the instructive aspects, are more appropriate to be used after upper grades of elementary school, rather than in kindergarten and lower grades in elementary. Finally, since fables are open to different interpretations, careful approach is required when used at the field of education.
Abstract
This study is an attempt to examine the educational value and adequacy of fables through critical study on the fables used during childhood. The influences and effects of the instructive aspects of fables implied on moral education and its validity will be examined. It is highly probable that the morals of fables told during kindergarten and lower grades of elementary school are distorted from the original intention. A large number of fables expect, as its moral, objective viewpoints and life’s diligence, sincerity, and wisdom. However children at such age group are still strongly attached to themselves and egocentric that being considerate towards others and having empathetic skills are unimposing, causing rather opposite results than what is intended. Also, it is possible that the hidden morals of fables are interpreted differently according to each individual. The essential educative function of fables is to develop the ability to compare the fable and oneself in reality. It is to learn from the mistakes, greed, and erroneous decisions made in the story and reflect on one’s life and plan their way of life. Therefore fables, considering the instructive aspects, are more appropriate to be used after upper grades of elementary school, rather than in kindergarten and lower grades in elementary. Finally, since fables are open to different interpretations, careful approach is required when used at the field of education.
참고문헌 (28)
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