주제발표 6 한국 교육은 발전하고 있는가?

최관경 한국교육사상연구회 2015 한국교육사상연구회 학술논문집 Vol.2015 No.3

Robert Ulich의 삶과 교육사상 : 자아초월주의를 중심으로

최관경 한국교육사상연구회 2015 한국교육사상연구회 학술논문집 Vol.2015 No.2

農民敎育 Center로서의 農業高等學校

崔冠卿 건국대학교 농과대학 농업교육학과 1975 農業敎育硏究 Vol.2 No.-

다문화 시대의 교육적 과제 - 무엇을 위한 다문화 교육인가 -

최관경 부산교육대학교 초등교육연구소 2007 초등교육연구 Vol.22 No.-

The purpose of this study is to seek the desirable attitude of our lives and the educational task in the era of multiculura-lism. Multicultural education came into being initially as a pragmatic response to a number of practical issues that surfaced in the last half a century as a result of the increasing cultural and ethnic diversity within Western nations. Subsequent philosophical attention to the concept has begun to explore its social and ramifications more fully and to link it to more recent cultural theory. It is now widely accepted that there are good grounds for arguing that multiculturalism is internal to the very idea of education. As is generally known, the 21st century is the era of both globalization and multiculturalism. There are no peace and no happiness without mutual trust and mutual respect in the era of global community. Consequently, the motto of "Difference is beautiful" should become the core topic for us to live happy lives in this cultural and environmental conditions . The principle of respect for difference manifests itself in schools in attempts to respond positively to the cultural needs and sensitivities of children from minority groups whenever possible. Also, the principle of education for happy life in the era of multiculturalism is based on the belief that all children, irrespective of their own cultural background, share the same need to develop tolerance, respect, and cross-cultural understanding if they are to live together harmoniously as happy citizens. In conclusion, all teachers should do incessant best efforts for all students to live toward creating the lives of mutual concern, mutual respect, mutual love and mutual growth in the era of multiculturalism.

일본의 교원양성제도에 관한 연구

최관경,이시원 부산교육대학교 초등교육연구소 2003 초등교육연구 Vol.18 No.-

21세기 참스승의 길

최관경 부산교육대학교 초등교육연구소 2002 초등교육연구 Vol.17 No.-

First of all, I would like to express my sincere gratitude to President of Busan National University of Education(B.N.U.E.) for giving me the opportunity to participate in this international academic seminar which is the first event held by BNUE. I hope this seminar will greatly contribute the fostering of the teaching culture in Korea. As everybody knows, the 21st century, which is aptly 'the information and knowledge era', will be a time of increased competition for quality education. A sound education is vital for the development of a country. Education is the embodiment of human achievement and driving force for social development. It is a purposeful achieving personal self-realization as well as mankind's desires. The ideal of a quality education is rooted in the proper match between the teachers' ability and the concerns of a nation. In a rapid changing society today, changes in the image of teachers are also inevitable. This paper was originally designed to contribute for the shaping of the ideal teacher-image in the 21st century. The results of this research are summarized as follows : (1) We have respected Socrates, Buddha, Jesus Christ, Confucius, Pestalozzi and Gandhi as eternal mentor of all mankind. Their common characteristics analyzed by this research are honesty, indomitability, self-awakening and pioneer, love for humanity, life-long learner, justice, permanent passion, consistency of speech and action, integrity and practicing of love. (2) The loving of disciples and never-ending patience are the main characteristics of the Western ideal teacher were proposed and emphasized by both Quintilian(35-100) who was a prominent teacher of rhetoric in the Roman Empire and Robert Ulich(1890-1977) Who was the professor of Harvard University(1934-1970). (3) The special virtues, which 8 Korean scholars recommended as desirable principles of ideal teacher, are the loving of disciples, a sense of commitment to teaching and character. (4) Top items, which 102 teachers and 503 prospective teachers in Korea described as the sincere mentor-image, are the speciality of teaching and the loving of disciples. (5) In sum, 'Figure I' shows us the relation-diagram between the dream and life of sincere mentor(참스승) in the 21st century which this researcher found and proposed.

敎育目的으로서의 自我實現

崔冠卿 釜山敎育大學 1983 부산교육대학 논문집 Vol.19 No.1

Jacques Maritain had warned in 1943 that it was a serious mistake on the part of modern education to be obsessed with educational means at the expense of its aims. As if we had proved the justice of his warning, it may be said that the most problem facing educational programs at all levels today has stemmed from our obsession with means rather than ends. Moreover, dehumanizing society of today with mechanic management of school system, mammoth-sized schools and over-crowded classrooms has accelerated dehumanization of education. Therefore, humanists in deucation are asserting that the dehumanizing school system of today has to be abolished away to escape from the mistaken school-society. They assert that the school system of today various dysfunctional roles is, trying to suppress learners' free self-realization for the sake of its own maintenance rather than to help them realize their inborn potentialities to the highest level, To overcome the abovementioned situation of education, this study attempts to theorize self-realization as the aim of education in line with philosophical base in education. It is noted that "the self-realization" officially became an educational aim in the United States in 1938 since John Dewey had first advocated it in 1902. It is also noted that the self-realization is not a process which may take place on an uninhabited island or in a vacuum but one which must maintain a social context, It is particularly noted here that national development essentially depends on growth in character on the part of the individual citizen. It can be said that determination of the self-realization as an educational aim introduces diversity to educational methods, contents and evaluation and that this is conducive to the develpment of democracy, a necessarily diverse society. An integrated personality is, in a manner, the sum of subjective and ovjective selves. Subjective and objective selves, for instance, can be the sum of a farmer, land, seeds and crop figuratively. The self-realization, in other words, means the tetality of consciousness, discovery, development and transcendence of self. And yet the self-realization remains a vague concept and measures of the degree to which the student may have advanced in the process pose a problem in connection with this particulr educational approach. In spite of this and other problems, it is thought that the self-realization should give greater emphasis to educational teleology which attaches importance to the integration of personality, For it directly leads to a more positive view of self, society and the country which is an essential ingredient of democratic processes.

1986 학년도 신입생 실태조사 분석

최관경 釜山敎育大學 學生指導硏究所 1986 學生指導硏究 Vol.7 No.-

2001학년도 교육실습에 대한 조사연구

최관경 부산교육대학교 초등교육연구소 2001 초등교육연구 Vol.16 No.-

무엇을 위한 교육인가 : 교육목적관을 중심으로

최관경,최두진,황시오 교육혁신학술위원회 2015 교육혁신연구 Vol.25 No.3

본 연구의 목적은 교육에 있어서 어떤 교육목적을 지향해야 하는지를 고찰하는데 있다. 교육은 행복을 지향해야 하고, 이를 위해서 교사의 역할이 무엇보다 중요하다. 현재의 우리교육은 오로지 입시준비와 출세를 위한 성공지상주의를 지향하는 교육목적관의 기본 틀에서 크게 벗어나지 못하고 있는 실정이다. 다원주의 시대에 교사의 관점을 학생들에게 주입하기보다는 학생들의 다양한 관점을 인정하고 이들의 성장을 도와주는 교사의 모습이 필요하고, 학생들에게 실존적 가치와 존엄성, 교육과 인생의 궁극적 목적과 의미를 심어주어야 한다. 그 역할을 행복한 교사가 이끌어가야 한다. 성공해야 행복한 것이 아니라 행복해야 성공한다. 따라서 성공보다는 가치 있는 삶과 행복의 추구가 교육의 목표가 되어야 한다. 행복한 교사가 행복한 학생을 낳고, 행복한 사회를 만든다. 결국 교사 한 사람 한 사람이 행복지향적 교육목적관을 지향하고 몸소 실천함으로써 행복하고 따뜻한 교육공동체를 이룰 수 있을 것이다. The purpose of this study is to explicate and clarify the significance and function of three educational teleologism respectively and to find valid paradigm-shift bases of the success-oriented teleologism of education into the happiness-oriented teleologism of education in Korea. Since all educational activities are a process of means of which the attainment of various specific aims are sought, educational teleologism has always been a subject of utmost interest in education. In fact, lots of educators are content with the short-term goals of conducting daily classes without making overall study of long-term educational goals. Such attitudes of educators remind us of a wind-blown skiff at sea without destination or compass. Three categories of educational teleologisms are logically inferred from the emphasis points between process and result of education, and manipulatively defined as 1) intrinsic teleologism of education, 2) instrumental teleologism of education, and 3) integrated teleologism of education. The success-oriented teleoligism of education is called as the model of instrumented teleologism of education. During the past seventy years in Korea, the success-oriented teleologism of education has managed our education overwhelmingly. Therefore, its dysfunctions have been accumulated and have caused various destructive and fatal infections in Korean education. In conclusion, I suggest as follows: First of all, we should drastically transform the success-oriented teleologism of education into the happiness-oriented teleologism of education. Secondly, we should incessantly do our best efforts to remodel our educational environment in which all educators and students can always be happy. After all, it is hoped that this study will be contributed as a stepping stone of some help to those educators and students in Korea who are interested in ‘happiness and happiness-education.’