학교 기반 희망 개입에 관한 비판적 고찰 - 스나이더의 희망 이론을 중심으로 -
A Ccritical Review on School-Based Hope Interventions: Focusing on Snyder’s Hope Theory
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초록
미래를 위한 아이디어와 에너지를 뜻하는 희망은 아동의 성공을 가름하는 가장 유망한 예측 인자 중의 하나다. 긍정심리학에서 희망은 인간이 행복을 추구하기 위해 지녀야 할 대표적인 도덕적 역량이자 성품 강점으로 분류된다. 학교에서 학생이 희망을 키우고 유지하도록 도와주는 것은 도덕교육자인 우리에게 부여된 시대적 의무이자 특권이다. 긍정심리학의 등장 이후 지난 20년 동안 연구자들은 희망과 학생의 삶의 중요한 국면 간의 관계를 분명히 밝혀냈다. 특히 이 과정에서 스나이더(Snyder)의 희망 이론은 수많은 교육적․임상적 개입 활동의 이론적 토대로 작용하였다. 이에 이 논문에서는 스나이더가 제시한 희망 이론의 개요와 학교 기반 희망 개입의 사례를 살펴보고, 그것을 초등도덕교육에 활용할 때 교사가 유의할 사항을 제시하였다.
Abstract
Hope defined as ideas and energy for the future is the most promising predictors of child success. In positive psychology, hope is classified as a typical moral competence and character strength that human beings must have in pursuing happiness. It is our duty and privilege to help students develope maintain hope in their life courses. Over the last 20 years since the advent of positive psychology movement, researchers have made clear the relationship between hope and the important aspects of students’ lives. In this article, we examined the research trends of school-based hope intervention and clarified the implications for our elementary moral education. For this aim, this article focused on examining the outline of hope theory developed by Snyder, analyzing the school-based hope interventions, and finally identifying the promising implications that school-based hope interventions might provide for our elementary moral education. With regard to the implications of hope interventions, this article primarily focused on finding out what teachers should be careful about applying the results of school-based hope interventions to moral education.
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