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Heidegger의 존재 사유를 통해 본 불안 경험의 의미와 교육의 역할
심연경(Sim, Yeon-Kyeong) 이화여자대학교 교육과학연구소 2017 교육과학연구 Vol.48 No.2
Given the complex and diverse aspects of life, human beings experience happiness, joy or wonderment, and are influenced by fear and anxiety at the same time. In general, people try to avoid the painful feelings of anxiety, but it can be an opportunity for the growth of existence. Depending on one’s understanding of the meaning of anxiety, it may end up a painful feeling or a natural experience of life that gives one a sense of the fundamental questions. According to Heidegger, anxiety is the fundamental mood that leads to the question about the foundation of life and the meaning of one’s existence. In anxiety, people confront these ultimate questions and are willing to understand their life and being. Heidegger emphasizes having existential courage in the face of anxiety to discover one’s own possibility in experiencing the wonder of being one’s own self in the world. In this context, the educator should lead people to face their situation and encourage them to find their own existence and meaning of life. The educator has a vital role in supporting them to take courage in the thinking process and to cope with anxiety with a mature attitude. In this process, people can profoundly understand the meaning of anxiety and accept it as a natural experience of life.
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경기도 교육과정정책에 대한 학교장의 요구도 분석: 혁신학교와 일반학교 간 차이를 중심으로
윤지영,허은정,심연경 인하대학교 교육연구소 2019 교육문화연구 Vol.25 No.6
The purpose of this study is to analyze the needs of school principals for education courses policies in Gyeonggi-do based on their educational needs, and to reveal discriminatory policy support provide through differences in perceptions between the principals of innovative and general schools. To this end, based on 2016 data from GEPS (Gyeonggi Education Panel Study), Borich's analysis and The Locus for Focus Model was conducted. The purpose of this study is to analyze the needs of school principals for education curriculum policies in Gyeonggi-do based on their educational needs, and to suggest differential policy support. To this end, based on 2016 data from GEPS (Gyeonggi Education Panel Study), the Borich's Needs Assessment Model and The Locus for Focus Model was used to analyze the difference of perception between the principals of innovative and general schools. As a result, the 'Enhancing of Democratic Citizenship Education' showed the highest demand, followed by 'Strengthening Cultural and Artistic Education’ and ‘Education that Fosters Dreams'. On the other hand, the 'Promoting Democratic Citizen Education', 'Activating School Sports' and 'Expanding Opportunities for Career Exploration' confirmed that their demands were low. It is confirmed that the demands are low for the 'Promoting Democratic Citizen Education', 'Activating School Sports' and 'Expanding Opportunities for Career Exploration'. Comparing the differences between innovation schools and general schools, innovation schools were asked to have a very high level of 'School-Centered Curriculum' characterization, were highly demanded for the 'Specialization of school-based curriculum', but general schools showed relatively low demand. And 'Strengthening Cultural and Artistic Education' showed high demands in general schools. In general schools, however, 'Strengthening Cultural and Artistic Education' showed high demands, which was different from that of innovative schools. Based on these results, the study presented policy measures in four categories this study proposed four policy categories: 'Enforcement Assistance', 'Recognition Raising', 'Non-correction' and 'Stabilization Support' in accordance with detailed policies. 'Support for implementation', 'Enhancement of awareness', 'Modification of vision', and 'Support for stabilization'. First of all, we should give priority to education in areas such as 'Diversification of Curriculum', 'Democratic Citizen Education' and 'Integration of Classes and Assessment' to support implementation in earnest. it is necessary to support implementation in earnest with the highest priority of education in the areas of 'Diversification of Curriculum', 'Democratic Citizenship Education' and 'Integration of Teaching and Assessment'. In addition, 'Peace Education' and 'Curriculum Specialization' should raise awareness of the importance and support practical implementation and ensure that career opportunities are well-guaranteed in general schools and support the stabilization accordingly. As such, it suggests that policy approaches are needed in accordance withThis suggests that different policy approaches are needed depending on the needs of school principals in innovative and general schools. 이 연구는 경기도 교육과정정책에 대한 학교장의 필요성 인식과 실천 정도를 바탕으로 정책 지원 요구도를 분석하고자한 연구로, 혁신학교와 일반학교 교장 간 인식의 차이를 통해 차별적인 정책적 지원방안을 밝히고자 하였다. 이를위해 경기도교육종단연구(Gyeonggi Education Panel Study; GEPS)의 2016년도 자료를 바탕으로 Borich 요구도 분석및 The Locus for Focus Model을 실시하였다. 그 결과, ‘민주시민교육활성화’의 ‘민주시민교육 강화’가 가장 높은요구도를 나타냈고, 다음으로 교육과정 다양화, 꿈을 키우는 교육의 문화예술 교육 강화 순으로 요구도가 높게 나타났다. 반면, 민주시민교육활성화의 학생인권보장과 꿈을 키우는 교육의 학교체육활성화, 진로탐색 기회 확대는 그 요구도가낮은 순위를 보이고 있음을 확인하였다. 혁신학교와 일반학교 간 차이를 비교한 결과, 혁신학교는 학교중심의 교육과정특색화가 매우 높은 순위로 요구되었으나, 일반학교는 상대적으로 낮은 요구도를 보였고, 꿈을 키우는 교육에서문화예술 교육 강화는 일반학교에서 높은 요구도를 나타내고 있는 등 그 양상이 다르게 나타났다. 이 같은 결과를바탕으로 이 연구에서는 세부 정책에 따라 ‘실행지원’, ‘인식제고’, ‘비전수정’, ‘안정화 지원’ 네 가지로 정책 방안을제시하였다. 먼저 교육과정다양화, 민주시민교육, 수업과 평가 일체화 등의 영역에 대한 교육의 최우선 순위를 두고본격적으로 실행을 지원하여야 할 것이다. 또한 평화교육과 교육과정 특색화는 중요성에 대한 인식을 제고하고 실질적인실행이 지원되어야 할 것이며, 진로탐색의 기회는 일반학교에서 잘 이루어지는지 확인하고 그에 따른 안정화를 지원하는등 혁신학교와 일반학교의 학교장 요구도에 따른 정책적 접근이 필요함을 시사한다.
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