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행복한 교실을 위한 홍익인간 교육의 홀리스틱 접근 : 홍익하는 청소년의 영성적 비전 지도를 위한 Holistic Workshop
김현재 한국카운슬러협회 2002 相談과 指導 Vol.37 No.-
건국 이후 50여년간의 역사는 바로 교육입국으로 국가발전에 기여한 것도 사실이지만, 이러한 전통적인 교육은 교사 주도적 입시위주의 교육 문화가 관행처럼 흘러오는 누적된 교육의 병이 극대화 상태가 된 이후에, 교육의 위기설이 대두되고 있는 것도 또한 사실이다. 1986년부터 사립초교에서 실시된 열린교육의 도입으로, 그간 우리교육의 본질화 운동에 힘입어 학생주도적 학습개방에 여러가지 기여한 바가 많다. 그러나 21세기 초고속화와 지구촌화라는 대전환기를 맞아, 세계적인 교육파라다임의 전환은 “인간이 자연의 주인공이기보다는 공존자로, 새 교육문화의 사고인식의 틀이 단편적 석적에서 전일적 합적으로, 가치관에서 외형적 생산에서 내면적 체험감상으로, 인간성의 이기적 배타성에서 이타적 동체적 협동으로,”(박이문,1996)하는 홀리스틱교육관점(삶의 의미와 사회적 정의구현을 위한 교육)이 제시되고 있다.(김현재,1997, 1999) 여기서 홀리스틱교육에 연관되어 개인의 인간성이나 자기실현까지도 초월하여 전우주에 중심
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김현재 仁川敎育大學校 科學敎育硏究所 2000 과학교육논총 Vol.12 No.-
본 연구에서는 과학교육에서 홀리스틱 학습 방법의 전략을 여러 가지 연구관점에서 살펴보고 홀리스틱과학학습에서의 포괄적인 학습모형을 그 시사점으로 제시하는데 그 목적이 있다. 특히 본 연구자의 능동적 교수-학습모형(김현재,1995)에 McCarthy, Samples와 Hammond의 홀리스틱 과학학습에서 4MAT 체계의 학습모형과 Hassard의 홀리스틱 과학학습모형, Gardner의 Ml관점의 과학학습접근 모형을 연관지어 새로운 포괄적인 홀리스틱 과학학습 모형을 제시하므로 이것이 주는 시사점이 크다고 사려된다. The goal of this study was to suggest holistic learning approach for science education. In order to attain this goal of the study used literature review as its main method about theory of holistic learning on science education. This study was carried out through the process of steps as follows; ·Summary on main concepts and holistic approach for holistic education ·Consideration of holistic learning on science education by several researchers (Anderson, Samples and Hammond, McCarthy, Hassard, Carin and Sund etc.) ·Discussion and suggestion for holistic learning model of science education concerning correlation between Kim's model I(1995) and McCarthy ·Hassard ·Gardner.
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김현재,김윤식 한국과학교육학회 1978 한국과학교육학회지 Vol.1 No.1
The aims of this study are to find the evel of the conception of 'Water Displacement', and to suggest some educational impications from the findings of the study. The result are as follows; Firstly, About 20% of 12 year children among the subjects of this study are aware of the conception of 'Water Displacement' which is lower than the finding of the study conducted by J. Piaget and Elkind. Secondarly, Most of the subjects in this study are in the transitional level, so this finding suggests that curricular developers should provide the material needed for the educational activities to make children develop the conception of 'Water Displacement'.
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J. Piaget의 아동의 운동과 속력 개념에 관한 고찰
김현재 한국과학교육학회 1978 한국과학교육학회지 Vol.1 No.1
The aims of this research are two-folds; tomake an outline of 15 experiments conducted by J.Piaget and to make an analysis of Piagetian understandiug level on child's conception of Movement and Speed. The finding of this study are as follows; 1) The outline reveals that all of the experiments(15EA.) were constructed logically under the bases of Cognitive Developmenti.e. Succession order or placing (2EA.), Change of locatio (4EA.) Qualitative Speed (6EA.), and Quantification of Speed (3EA.)etc, 2) The analysis indicates that the concept on Movement and Speed which children develop go through generally from the stage (1B) of late preoperation to the stage(3A)oarly formal operation.
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베트남 내 중국 유교의 상징, 하노이 문묘(文廟)-국자감(國子監)에 관한 연구
김현재,이지선 동북아시아문화학회 2022 동북아 문화연구 Vol.1 No.71
Vietnam can be said to be the country most affected by Chinese Confucianism in Southeast Asia. This is because Vietnam was influenced by Chinese culture from the early 7th century BC due to the geographical environment in which it was established with China. In particular, it is largely due to the direct control of China for 1,000 years as a subordinate state of China from the time of Emperor Wu, the Han Dynasty. Even after Vietnam gained independence from China in 972, various dynasties established a Chinese-style administrative and legal systems, and selected bureaucrats based on Confucianism and morality to rule the people and run the state. As a result, Chinese Confucianism has spread widely from the center to local communities and families, and has undergone a process of Vietnamization. In addition, in the process, Hanoi's Van Mieu and Quoc Tu Giam played a great role in transplanting Chinese Confucianism into Vietnamese culture as a shrine where Confucius was enshrined and rituals were held, respectively. Confucius tombs are distributed in Confucian culture, that is, in East Asia. Therefore, Van Mieu and Quoc Tu Giam of Hanoi, Vietnam, are representative symbols of Vietnamese Confucian culture, such as the Temple of Confucius and Guozijian, the sense of national pride in Beijing, China, and the Confucian Shrine and Seonggyungwan in Seoul, Korea. Vietnam's Hanoi Van Mieu and Quoc Tu Giam are representative cultural relics that have been well preserved in history with the long environmental changes for about a thousand years since its initial completion, while their buildings and facilities have been damaged, lost, repaired, and expanded. It is also a Confucius shrine and a Confucian temple where countless people visit on a daily basis to worship Confucius and Confucian saints. Van Mieu and Quoc Tu Giam have great value in cultural heritage, and show that Confucianism still plays an important role in people’s lives in Vietnam. In this respect, this study targets Hanoi's Van Mieu and Quoc Tu Giam to enhance understanding of Chinese Confucianism, which has been rooted as part of the traditional values of the Vietnamese culture. In addition, the purpose of the study is to examine their origins and development processes, and derive the characteristics of Hanoi's Van Mieu, Quoc Tu Giam and its Confucian implications. To this end, in Chapter 2, we first review domestic prior studies on Vietnam's Confucianism, including Hanoi’s Van Mieu and Quoc Tu Giam, and in Chapter 3, we examine the origins of Hanoi’s Van Mieu and Quoc Tu Giam. In Chapter 4, we examine the development and decline of each dynasty. Finally, in the conclusion, the contents examined in each chapter are summarized, while examining and deriving the characteristics of Vietnamese Confucianism inherent in Hanoi's Van Mieu and Quoc Tu Giam.
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국민학교 저학년 아동을 위한 과학놀이 활동자료 개발연구
김현재,정은주 한국과학교육학회 1985 한국과학교육학회지 Vol.5 No.2
It is the purpose of this study that is to develop the materials of the Scientific activities by the medium of“play”having influence on the growth of the lower grades in elementary school. For the sake of this object, this study develops and presents the materials of the basic logical thinking play and sense-thinking play activities. And it analyzes the degree that they can be applied to the elementary science textbook of nature current now. As s result this provides 39 of materials of the sense-play and 23 of materials of the logical thinking play activities. And then, if the materials presented here are changed adequatly and have the same main subject as contents of the present textbook, we shall be able to utilize them for the textbook of nature.
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