사회과 인성교육 개념 및 요소에 대한 탐색

Abstract

The purpose of this study is to construct a theoretical basis for providing a measure that is consistent with the essential characteristics and goals of social studies, and with which we can respond flexibly to the requirement for strengthening personality education in school, which has got prominent as a social task. That is to say, for the sake of strengthening personality education in social studies, this study takes it as its significance to extract and select core elements of personality education in social studies by considering the essential meaning of personality education in social studies, its relation with curricula, national and social requirements related to personality etc. entirely, to provide a theoretical and logical framework for how the core elements of personality education are systematically incorporated into the application of the curriculum of social studies to exert educational effects, and furthermore to offer basic principles of teaching and learning of personality in social studies. The contents of the work carried out to attain such goals can be summarized as follows. First, personality education in social studies is defined as a concept that is based on social and civic ‘values and virtues’ contributed to the maintenance and development of community life in consideration of the characteristics of social studies, but also subsumes ‘cognitive and behavioral personality elements’ that emphasize active engagement and practice for the sake of solving personality related problems occurring in community life. Second, after extracting elements of personality education based on the personality elements presented by domestic and foreign scholars and organizations, the general guidelines of the National Curriculum, a curricular document in the national level, and the contents of the curriculum of social studies, this paper selects core elements of personality education in social studies on the basis of the references of the subject’s nature and social requirement. That is to say, considering the references of the subject’s nature and social requirement entirely, this paper finally selects ‘justice,’ ‘human rights,’ ‘sympathy,’ ‘tolerance,’ ‘participation,’ ‘ability to resolve conflicts,’ and ‘ability to solve problems’ as 7 core elements of personality education in social studies. Third, after examining the concepts and significance of the core elements of personality education in social studies, ‘human rights,’ ‘justice,’ ‘tolerance,’ ‘sympathy,’ ‘participation,’ ‘ability to resolve conflicts,’ and ‘ability to solve problems,’this study discusses main contents of personality education in social studies in connection with the core elements of personality education focusing on curricular contents. In particular, rather than being linearly connected with learning elements related exclusively to each other, the core elements of personality education in social studies can be closely connected with each other in the course of social studies classes.