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김은산 이화여자대학교 사범대학 교육학과 1959 교육 연구 Vol.- No.13
『Chapel 시간이다!』하면 반사적으로 얼굴을 찌프리고 마음이 무거워 진다. 싫증나는 교목의 긴 설교, 다만 하나님 아버지의 뜻이 라는 말로써 그대로 넘기워지는 기막힌 불합리 ! 내가 좋아서 하고 싶은 일들은 모조리 하나님의 말씀에 어긋나는 일이라 하고‥‥‥이 어찌 어처구니 없고, 따분한 일들이 아니냐? 고 소리 지르며, 뛰쳐 나가는 회의와 반항에 찬 고등학생들이 있는가 하면, 고요한 새벽 호젓한 골목을 지나, 경건히 교회당 기도실을 찾는 단발의 어린 여학생도 있다.
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김은산,이윤미,김남수 弘益大學校 敎育硏究所 2004 敎育硏究論叢 Vol.21 No.-
Those researchers in an academic world or in industry who study something uncommon such as a robot, a mechanical brain and a nano-technology assert in common that the future of mankind is connected with a robot. They also assert that mankind meets the robot-revolution regardless of his will in a short time. At that time most of works are done by robot. And then mankind makes use of his spare time. But ironically he can have a terrible and destructive means. One or tens of millions can wield a killing-nanorobot. Therefore the education to prepare the future should be directed to realize the idea and ideology suitable to the 21st century computer civilization. It means not that mankind is under the control of technology but he can makes the world as he wants it to be by science and technology. This study defines the time from the 2010 an when futurologists forsee that automations are generalized as the time of robot and examine the peculiarities closely by foreseen life environment and society change. It presents an educational figure of human which is inquired into in the time of robot throughout the considering a world view, a education view and a knowledge view. Those figures of human which are inquired in the time of robot are an emotional human, an imaginative human, a distinctive and ethical human, a human friendly to the science and a universal man etc.
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金恩山 弘益大學校 1985 弘大論叢 Vol.17 No.1
Nowadays, we are eager to build the democratic society with the freedom and the equality. For it, it is an essential prerequisite to have the self-regulated citizens who can enjoy the freedom. We can bring up the self-regulated person only in the more free circumstances. So I suggest the some educational plans for the self-regulated person as follows; at home, 1. Brining up the children esteeming the nature and the individual differences 2. Bring up th children not in the prohibitive and interferring manner but in the permissive manner 3. Stimulating the children's peer group plays 4. Having the frequent family meetings 5. The adult own's self-regulated life-style at school 6. stimulating the more free and intimate atmosphere of the school 7. Using the self-govern method in the student guidance in the society 8. Increasing the self-govern and self-regulated social atmosphere 9. Trying to gine the young boys and girls the more free time and the more free places
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金恩山 弘益大學校 1976 弘大論叢 Vol.8 No.-
A.S. Neill (1883∼1973) is one of the most radical educational thinkers of the 20th centry. This thesis has tried to analyze and evaluate his educational thought. The paper is composed of four chapters: the first is the introduction: the second dealt with his basic thought: the third, his educational thought: finally, the fourth is the conclusion which dealt with the evaluation of his thought by some 20 scholars and journalists and me, and its suggestions to Korean Education. In my view, his educational philosophy is based on five major points. The first, his firm faith in the goodness of child character and his innate potentiality of self-development. the second, the freedom which meant the external freedom of action that one may do what ever he wants, unless he does not interfere with other's freedom, and the internal freedom from fear, hate, hypocrisy and intolerence. The third, his view on the unconsciousness. He thought that human behaviour is determined by the unconsciousness rather than by the consciousness. the fourth, he regarded happiness as the ultimate goal of life, as well as of education. Happiness, in his view, is the internal feeling of well-being, a sense of balance, and satisfaction of life. He believed, moreover, that the only way to happiness is freedom. The fifth, his concept of love. What he meant by love is not a sentimental or possessive one, as generally conceived. It is, by his own words, to be on the side of children and to approve them. Neill maintained that the duty of teacher is to give love children. He praticed his educational ideas by operating Summerhill School, and wrote a number of books and articles. I like to make it clear that what is important is not the rights or wrongs, but that his humble search for human freedom, happiness and growth, and that his philosophy has an everlasting meaning for the future of mankind in this world of danger. Finally, it should be pointed out that Neill's educational thought can be a most valuable suggestion to education in Korea where prevails a phenomenon of dehumanizing influences such as powerism, a view that holds power to be supreme, or mammonism, the view that money is every thing. Neill's philosophy can be highly useful to re-examine the strongly traditional educational problems such as our knowledge-centered education and cramming of lessons or our view on children and teacher.
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金恩山 弘益大學校 1981 弘大論叢 Vol.13 No.-
Recently the number of juvenile delinquencies and wrongdoings have been growing worse both in number and quality. Such a phenomenon causes us to worry seriously about the future. In this study, I surveyed the living conditions for juvenile delinquents in the Republic of Korea and analyzed their origins. In conclusion, I suggested the following ways for helping to prevent juvenile delinquencies. AT HOME 1. Educating the children about sex and parents. 2. Correcting the prejudices concerning step-parents and foster-parents and encouraging the adoption movement. 3. Having regular meetings between families and relatives. 4. Preventing children from developing a sense of intellectual inferiority. AT SCHOOL 5. Improving student guidance methods. 6. Carrying out co-education or forming the Brother and Sister School System. 7. Improving teaching methods and evaluation methods. 8. Making the Home Room, Student Government, and extracurricular activities and active part of the school atmosphere. IN SOCIETY 9. Abolishing academic cluquism and correcting contradictions in the school syste. 10. Establishing a new value system. 11. Striving to correct the unequal division of the chances. 12. Increasing the employment of the married women and the availability of part-time work. 13. Developing the good mass communication programs and training experts who are involved in mass communication. 14. Making an active effort to improve the reformatories. Ⅰ. 序 論 Ⅱ. 本 論 1. 靑少年非行의 實態 2. 靑少年의 心理的 特性과 非行原因 3. 非行豫防을 위한 諸方案 (1) 家庭的側面에서 (2) 學校의 側面까지 (3) 社會的 側面에서 Ⅲ. 結 論
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