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RISS 인기검색어
- 검색키워드
- 저자 : 권은주 ( Eun Joo Kwon ) (검색결과 38 건)
- 무료
- 기관 내 무료
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권은주 ( Eun Joo Kwon ) 한국교육철학회 2010 교육철학 Vol.41 No.-
The purpose of this study was to examine Buddhist teaching, which was the philosophical foundation of traditional Korean society, in an effort to discuss how to conduct family education and what today`s school education and family education should be like. The explanation of a Buddhist human development theory about the existence of man and the meaning of family was analyzed, and the method of Buddhist family education and parents` right and responsibility for education were discussed. The fundamental concept of Buddhism is the conditional causation, which is based on the organic relationship among beings. Under this principle of conditional causation, human beings are considered subjective and creative beings who have the nature to attain Buddhahood through education. In Buddhism, a child is viewed as `a universal being,` not as `an imperfect being,` and children`s development is considered to be done by being affected and affecting their surrounding environments, which could be called a mutually dependent and supplementary relationship. In Buddhism, the meaning of family also lies in the cyclic relationship based on the concept of conditional causation. Family is not only the most fundamental unit of human relationship but also the starting point of the universe and the center for order in human life. As for the meaning of a family, a family could be defined as a community of truth where bodhisatta seeks after truth. And children are understood as ones who must be protected and educated at home. In the teachings of Buddhism, the rights and duties of parents and children are suggested as specific virtues. In addition, the Buddhist teachings propose the levels of children`s development and the appropriate methods and principles of education in certain situations. Among Buddhist educational methods, interrogatory, figurative and causal relationship-centered teaching methods focus on children`s situations and developmental level. The Buddhist teaching methods are very significant in that modern education places importance on individual development and characteristics and encourages diversity of education. The first step of practical Buddhist family education is fetal education that is based on the thought of life reverence. In Buddhism, an unborn child is regarded as a living being and is considered to impact on his or her parents, and parents are urged to provide fetal education. Besides, filial piety is viewed as a way to foster morality at home. In Buddhist thought of filial piety, one cannot be without his or her parents, and repayment of kindness to parents is taken for granted. Family function and the influence of parents get increasingly weaken these days, though a family is the basic unit of society. Under the circumstances, it is very worth doing to shed light on the meaning of children, the roles of parents and the method of family education in Buddhism that was the basis of family education in traditional society.
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권은주 ( Kwon Eun-joo ),장재혁 ( Jang Jae-hyuk ) 한국보건복지융합학회 2018 노인의료복지연구 Vol.10 No.2
This survey research is conducted to test the effects of the meaning of life of opsimaths on their psychological well-being. The research data were collected from 559 opsimaths who studied social welfare in universities located in Daegu and Gyeongbuk provinces and surveyed through structured questionnaires from April 11, 2017 to April 29, 2017. The collected data were analyzed using SPSS 22.0 program. The results are as follows. The psychological well-being of the opsimaths were affected by their perception of the meaning of life. Particularly, the main sub-variables among the meanings of life were the pursuit of meaning and the existence of meaning in life. In conclusion, the higher their perceived meaning of life, the higher their psychological well-being.
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권은주(Eun Joo Kwon),김혜경(Hye Kyeong Kim),김명(Myung Kim) 한국보건교육건강증진학회 2008 보건교육건강증진학회지 Vol.25 No.3
Objectives: The purpose of this study was to develop the children obesity prevention program and to analyze how this program has an effect on students' degree of knowledge, attitude for obesity prevention. Methods: The study design was Compromise Experience Group Pre-Post Design. 238 students in the 4th and 5th grade of 4 elementary schools in Seoul were nonrandomly assigned to the study group(n=115) or the control group(n=113). The Program was applied for 3 times and surveys were conducted 2 times as pre-test and post-test. Results: 1. The obesity prevention CD-ROM was developed by analyzing of learners and educational facilities, selecting the study object and contents and producing educational methods and materials. The study contents were included definition, types, factors and side-effects of obesity, and It was contained dietary habit, exercise and life style for obesity prevention and healthy life. 2. Demographic characteristics were not significantly different between study group and control group. Among the subjects investigated, 27.8% of the study group and 38.1% of the control group stated that they had experienced in the obesity prevention program in past. 3. The obesity knowledge and attitude score after this obesity prevention program were improved significantly than before the program(P<0.001). Conclusion: The CD-ROM developed in this study for the children obesity prevention program was proven to be effective in improving obesity knowledge, attitude for the obesity prevention.
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권은주(Eun Joo Kwon),황갑성(Kap Sung Hwang) 한국유아교육학회 1997 유아교육연구 Vol.17 No.1
The purpose of this study was to investigate the analysis of educational finance by standard expenditure producing in private kindergartens. According to this purpose, the established subjects were as follows. 1. What effects does educational finance have the educational environment? this study provides and analyses the categories of personnel and material environment which are the objects of support in the educational environment of private kindergarten. 2. In order to achieve normal educational purposes of private kindergarten, how much funding is required? Comparing the total standard educational expenses estimatied of all private kindergartens with the amount used, is there no other opinion in the way of producing the standard educational expenses? The main results of this study are as follows: 1. The financial resources of private kindergartens are derived mainly from the students` tuition. The educational expenditure of the fiscal year 1995 was 58% of the required amount in public finance. This is in agreement with the reality of private kindergartens. 2. Personal expenses paid to teachers were also deficient, recording only 68% of the investigated amount. 3. The amount used for education management and administration expenses in comparison to the standard education management expenses calculated from the survey on standard educational expenses was only 57% of the used amount for educational management. 4. As a support measure of educational expenses for private kindergartens, there is no other solution but for the private kindergartens self-regulate tuition fees for themselves in the present situation. In comparison with the kindergartens of developed nations like the USA, France or Japan which are administrated by the support of the government, in the case of Korea, the government`s support has fallen behind.
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권은주(Kwon Eun-Joo),고영희(Ko Young-Hee) 한국영유아보육학회 2010 한국영유아보육학 Vol.0 No.63
본 연구의 목적은 신체활동 프로그램을 통해서 유아들의 기초 체력향상에 유의적인 효과가 있는가를 검증하고 어떠한 신체활동 프로그램이 특정 기초체력에 유의적인 영향을 미치는가를 규명하고자 하였다. 본 연구를 위해 대구시에 위치한 유치원에 다니고 있는만 5세 유아 30명을 실험집단으로, 참여하지 않은 30명 유아들을 비교집단으로 구성하였다. 두 집단을 신체활동 프로그램 수행 전과 수행 후로 나누어 교육효과가 있는가를 규명하기 위해 독립표본 t-test를 실시하였다. 그 결과, 유아들을 위한 신체활동 프로그램은 유아들의 유연성, 민첩성, 순발력의 향상에 크게 기여하는 것으로 파악되었다. 한편, 근력과 근지구력, 평형성의 향상에 대해서는 유의적인 효과가 없는 것으로 나타났다. The purpose of the study is to investigate a process of the changes in early childhood basic strength through physical activities which can be performed by early childhood training institutes to nurture early childhood of a sound mind and a sound body. The research surveys basic physical strength among 30 early childhood at the age of 5 from D Kindergarten who had participated in the early childhood physical training program and 30 early childhood at the age of 5 from L Kindergarten who had not participated in it. The results is as the following; Those early childhood who had participated in the program shows higher ① instantaneous reactionary force; ② flexibleness; ③ nimbleness than those of the other group. But, The result of the study don't have effects on increase of ① the muscular strength and muscular stamina; ② sense of equilibrium. On the basis of the results obtainable from the analysis, it appears that the early childhood physical training program proves to have an influence on an increase in the early childhood basic physical strength. Needless to say, I think that further research and inquiry would be required for more reliable generalization of the results.
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