가르치기 어려움에 대한 교육현상학적 검토 :서양교육사에서
A Study on Educational Difficulty in the History of Western Education
0
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
The purpose of this study is researching on educational difficulty in the history of western education. In other words, the goal and significance of this paper lies in knowing the essential meaning of education based on the norms of difficulty. The major method for this study is hermeneutical-anthropological pedagogy. My fundamental claim is the following: the essential nature of teaching is difficulty at any instructional condition and situations. Such a discrete idea was clearly identified and confirmed in the process of pedagogical anthropology. That is, through the consciousness of educational difficulty and critical review for the history of western education, I can cleary define the concept of educational difficulty. Educational difficulty was various ways for understanding by all audiences. Namely, various formulars were developed for understanding it according to the age, cultures, nations, ideology, etc.. But there are continuous characters on the way for understanding on educational difficulty. The results on research are as followings. In the primitive age, fundamental difficulty of education lies in the initiation ceremony. At the classical ancient time, the purpose of education was 'Politai' with politike arete, in this educational conditions, instruction have a complex dimension politically as well as psychologically. At the medieval age, educational difficulty lies in the 'Askese' for instructional methods. In the modern and conventional age, educational difficulty is more and more complex and confused on goals, methods, evaluations, etc.. Most of all, the major or key concept of educational difficulty in this world is the conflict between the two instructional principles, that is, objectivism and constructivism in education. At now, the schoolworks for instruction over all educational situations and conditions have a difficulty of traditional as well conventional dilemma. In conclusion, educational difficulty have formal, natural, original attribute and it is general and universal phenomenon.
Abstract
The purpose of this study is researching on educational difficulty in the history of western education. In other words, the goal and significance of this paper lies in knowing the essential meaning of education based on the norms of difficulty. The major method for this study is hermeneutical-anthropological pedagogy. My fundamental claim is the following: the essential nature of teaching is difficulty at any instructional condition and situations. Such a discrete idea was clearly identified and confirmed in the process of pedagogical anthropology. That is, through the consciousness of educational difficulty and critical review for the history of western education, I can cleary define the concept of educational difficulty. Educational difficulty was various ways for understanding by all audiences. Namely, various formulars were developed for understanding it according to the age, cultures, nations, ideology, etc.. But there are continuous characters on the way for understanding on educational difficulty. The results on research are as followings. In the primitive age, fundamental difficulty of education lies in the initiation ceremony. At the classical ancient time, the purpose of education was 'Politai' with politike arete, in this educational conditions, instruction have a complex dimension politically as well as psychologically. At the medieval age, educational difficulty lies in the 'Askese' for instructional methods. In the modern and conventional age, educational difficulty is more and more complex and confused on goals, methods, evaluations, etc.. Most of all, the major or key concept of educational difficulty in this world is the conflict between the two instructional principles, that is, objectivism and constructivism in education. At now, the schoolworks for instruction over all educational situations and conditions have a difficulty of traditional as well conventional dilemma. In conclusion, educational difficulty have formal, natural, original attribute and it is general and universal phenomenon.
참고문헌 (35)
- 강인애, "왜 구성주의인가? : 정보화 시대와 학습자중심의 교육환경" (2001), 문음사
- 김상섭, "현대인의 교사 루소. 루소는 에밀을 어떻게 가르쳤는가" (2009), 학지사
- 김인회, "새 시대를 위한 교육의 이해" (1994), 문음사
- 김인회, "강요된 교육 그것을 거부하며" (1993), 이가책
- 김재만, "교육사조사" (1996), 교육과학사
- 김판수, "앎과 삶의 길 : 급진적 구성주의" (1999), 원미사
- 민영주, "전인시대" (2003), 홍익미디어플러스
- 박용석, "가장 자유로운 학교이야기" (2002), 문음사
- 송희식, "교육대개혁" (1994), 모색
- 신용국, "교육사상사" (1993), 양서원
- 오인탁, "고대 그리스의 교육사상" (1994), 종로서적
- 이성진, "한국교육학의 맥" (1994), 나남출판
- 이원호, "체계교육사" (1977), 제일문화사
- 정범모, "교육난국의 해부; 한국교육의 진단과 전망" (1992), 나남
- 정혜영, "교육인간학의 성립과 전개" (1991), 성지출판사
- 황용길, "열린교육이 아이들을 망친다", 조선일보사, ~ (1999)
- 황의동, "위기의 시대 유학의 역할" (2005), 서광사
- Bollnow, O. F., "교육의 인간학" (1999), 문음사
- Boyd, W., "서양교육사" (1994), 교육과학사
- Brubacher, J. S., "교육사 : 교육문제변천사" (1985), 문음사
- Chomsky, N., "실패한 교육과 거짓말" (2001), 아침이슬
- Comenius, J. A., "大敎授學" (1993), 교육과학사
- Marrou, H. I., "A History of Education in Antiquity" (1956), Sheed & Ward, Inc
- Monroe, P., "교육사개설" (1995), 교육과학사
- Neill, A. S., "어린이의 삶을 사랑하는 교육" (1993), 서원
- Neill, A. S., "문제의 아동" (1991), 양서원
- Neill, A. S., "방종이 아닌 참 자유" (1994), 서원
- Oryshkewych, O. E., "Education vol 2. The General Principles of Education" (1982), St. Josaphat's Pedagogical Institute & Seminary
- Oryshkewych, O. E., "Education vol 4. The History of World Education" (1982), St. Josaphat's Pedagogical Institute & Seminary
- Oryshkewych, O. E., "Education vol 5. The History of World Education" (1982), St. Josaphat's Pedagogical Institute & Seminary
- Postman, N., "교육의 종말" (1999), 문예출판사
- Reble, A, "Geschichte der Pädagogik" (1967), Ernst Klett Verlag
- Schmit, S. J., "구성주의" (1995), 까치
- Wynne, J. P., "Theories of Education: A Introduction to the Foundations of Education" (1963), Harper & Row, Pub
- 梅根悟, "세계교육사" (1994), 풀빛