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- 주제어 : supercomplex society (검색결과 2 건)
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정철민 ( Chul Min Jung ),유재봉 ( Jae Bong Yoo ) 한국교육철학학회 2011 교육철학연구 Vol.33 No.1
The purpose of this paper is to explore a university curriculum which is suitable for a supercomplex society. To this end, we critically examine the limits of a knowledge-oriented curriculum and a market-led curriculum which are dominant in a current university curriculum, explore characteristics of a university curriculum in a supercomplex era, and consider a competence-based curriculum as a candidate for a supercomplex society. A knowledge-oriented curriculum as a dominant idea of a university curriculum is based on a liberal education idea. It is purpose of a liberating human mind through the pursuit of knowledge for its own sake. But it is inclined to overlook needs of actual life. In contrast, a market-led curriculum addresses that education should solve real-life problems through the pursuit of economical efficiency. However, it tends to disregard the intrinsic value to education. A knowledge-oriented curriculum and a market-led curriculum have a common limit in that they are not appropriate for a supercomplex society. A supercomplex society has four features: uncertainty, unpredictability, contestability, and challengeability. A curriculum for a supercomplex society should include a self. It entails that changing from knowledge to knowing and from technique to method. A curriculum for a supercomplex society should be flexible and open. A competence-based curriculum might relevant to a curriculum for a supercomplex society. Competence shares with features of supercomplex in terms of epistemology and empiricism. The idea of a university should be specified by establishing a university curriculum. They are complementary. In conclusion, Korean university should not only discuss an idea of a university, also prepare a university curriculum for a supercomplex society.
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대학의 연구와 교수 활동의 관계: 자아의 개념을 중심으로
정철민 ( Chul Min Jung ),유재봉 ( Jae Bong Yoo ) 한국교육철학학회 2012 교육철학연구 Vol.34 No.2
The purpose of this study is to show that a relationship between research and teaching in the university. To accomplish this end, we critically examine some typical views which assume a separate relationship between research and teaching or assume a relationship between research and teaching, whether research-oriented or teaching-oriented. The view that assumes a separate between research and teaching can observe the independence and prevent invading the area of each other, but it tends to overlook the possibility of positive interaction between research and teaching. The view that assumes a relationship between research and teaching is divided into two: research-oriented perspective and teaching-oriented perspective. These views show some kinds of relationship between research and teaching, but these views has a common limitation in terms of neglecting ``being`` as a main agent who is doing research and teaching. A university in a supercomplex society needs to restore the concept of ``being`` in that the relation research to teaching relies on professor`s aim or intention as a main agent. The restoration of a concept of being as a main agent throws fresh light on the relationship between research and teaching in a university. In conclusion, research and teaching activities in a university seem to be the other aspects of the same activity, and being-led relationship between research and teaching needs to consider as a viable alternative which is suitable for a supercomplex society.
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