북한인물론10:원로급 전문관료 떡보영감 이종옥 부주석

조용하 북한연구소 1990 北韓 Vol.- No.226

지위비행청소년 문제와 지역사회차원의 선도대책

조용하 동아대학교 교육대학원 1996 동아교육논총 Vol.22 No.-

본 연구는 청소년비행의 원인데 대한 이론적 고찰과 지위비행청소년의 유형별 실태를 분석하고 나아가서 지위비행청소년의 선도대책을 제시하고자 한다. 지위비행청소년의 선도대책을 요악해 보면 다음과 같다. 첫째, 지역사회의 교육적 기능이 강화되어야 한다. 둘째, 지역사회의 조직화(networking)를 들 수 있다. 셋째, 청소년지도와 교육에 관한 전문가 및 볼런티어의 역할분담과 기능촉진을 구체화해야 한다. 넷째, 교정을 목적으로 한 임상적 치료프로그램과 정서함양, 심신단련, 그리고 자기개발을 위한 수련활동 프로그램에 대한 재정적 지원이 이행되어야 한다. 다섯째, 청소년들을 위한 다목적전용시설의 설치와 행정적·재정적 지원이 국가적 차원에서 이루어져야 한다. The purpose of this study is to examine the cause of juvenile delinquency theoretically and analyze, on a basis of type, the actual states of hidden juvenile delinquents, and then suggest alternatives in community setting to lead them into the right direction. Among the theories on the causes of juvenile delinquency are anomie theory, differential association theory, subculture theory, social control theory, and labeling theory. The type of hidden juvenile delinquents can be discussed in view of smoking and drinking, runaway(from home), school dropout, and drug abuse. And the alterntives in a community's scope to guide hidden juvenile delinquents are as follows; first, consolidating the educational function of a local community, second. organizing the network of a local community; third, concertizing the role-differentiation and the functional innovation of volunteers and professionals of the deucation and guidance of the youth; forth, activating the clinical treatment programs for the correction of the youth and the disciplinary activity programs for educational training, emotional cultivation, and self-development; and fifth, founding multi-purposed facilities solely for the juveniles and getting support in a national scope administratively and financially.

교육캠프활동에 관한 서설적 연구

조용하 東亞大學校 學生生活硏究所 1999 學生硏究 Vol.27 No.-

Educational camp activity, as a life-oriented education, can provide schooling with integrated experiential learning programs. These programs give clients the opportunities to integrate each subject and learning process. Usually camp activity has shown a tendency to be regarded as a sort of physical education dominated by physical training. Nowadays, however, we can find a new trend towards nature-sustained educational programs throughout the world. This study is to examine the ecological awareness and patterns of camp, historical changes and the counseling works, involving educational camp activity in a bid to explore the issues and the outlook of the educational camp activity. Teachers and youth program leaders will find its material beneficial in teaching programs related to outdoor knowledge, skill, and attitudes.

2002학년도 신입생 특성 기초조사 결과분석

조용하,박선향,황유정 東亞大學校 學生生活硏究所 2003 學生硏究 Vol.31 No.-

청소년볼런티어활동의 교육적 의의와 과제

조용하 東亞大學校 學生生活硏究所 2003 學生硏究 Vol.31 No.-

성인교육의 지도원리로서의 Andragogy

조용하 東亞大學校 學生生活硏究所 1991 學生硏究 Vol.19 No.-

Most of what is known about learning has been derived from studies of learning in children and animals. Most of what is known about teaching has been derived from experience with teaching children under conditions of compulsory attendance. And most theories about the learning-teaching transaction are based on the definition of education as a process of transmitting the culture. Andragogy can be defined as the art and science of helping adults learn, in contrast to pedagogy as the art and science of teaching children. The single most influential concept in contemporary adult education is "andragogy". Andragogy means more than just helping adults learn ; it means helping human beings learn, and that it therefore has implications for the education of youth and adults. The process of maturing toward adulthood begins early in a child's life and that as he matures he takes on more and more of the chracteristics of the adult on which andragogy is based. Andragogy is premised on at least these four crucial assumptions about the characteristics of learners that are different from the assumptions on which trditional pedagogy is premised. These assumptions are that as individuals mature ; 1) their self-concept moves from one of being a dependent personality toward being a self-directed human being ; 2) they accumulate a growing reservoir of experience that becomes an increasingly rich resource for learning ; 3) their readiness to learn becomes oriented increasingly to the developmental tasks of their social roles ; and 4) their time perspective changes from one of postponed appliction of knowledge to immediacy of application, and accordingly, their orientation toward learning shifts from one of subject-centeredness to one of problem-centeredness. Here are just some of the pervasive practices in present-day adult education that owe much of their acceptance to the andragogical concept. -treating students and clients like dignified, competent human being -providing a climate and environment more congenial to adults than a schoolroom atmosphere -basing the offerings on the expressed needs of students -organizing presentations and courses to involve students actively in their own learning -having students learn about one another's strengths and resources so they can use one another as learning resources. Whether andragogy can serve as the foundation for a unifying concept of adult education remains to be seen. At the very least, it identifies some characteristics of adult learners that deserve attention. It has been far more successful than most concept in gaining the attention of practitioners, and it has been moderately successful in sparking debate ; it has not been especially successful, however, in stimulating research to test the assumptions.

2002학년도 재학생 실태조사

조용하,김미희,황유정,조희숙 東亞大學校 學生生活硏究所 2003 學生硏究 Vol.31 No.-

루머(Rumor)의 집합행동적 고찰

조용하 동아대학교 교육대학원 1997 동아교육논총 Vol.23 No.-

루머(rumor)는 사회운동의 한 현상으로 중대한 의미를 지니고 있으나 쉽게 일반화하기는 어려운 영역의 한 분야로 남아있다. 루머에 대한 사회과학적 연구는 아직 초보적인 수준에 머물러 있다. 또한, 루머라는 사회적 현상을 어떤 시각으로 바라볼 것인가하는 문제는 전적으로 지금의 획들할 수 있는 자료의 성격에 의존할 수 밖에 없다. 본고에서는 루머에 대한 집합행동적 이해를 위해 루머의 분류기준과 설정체계를 살펴보고자 하며, 또한 루머의 심리적, 사회적 특성을 통해 루머의 왜곡현상과 생리를 집합행동적 측면에서 고찰해보고자 한다. 루머의 내용이 왜곡되는 과정은 무질서하게 이루어지는 것이 아니라 일정한 법칙에 따라 이루어진다. 루머는 평준화(leveling), 정교화(sharpening) 그리고 동질화(assimilation)라는 세 가지 원칙들에 의해서 왜곡되어간다. 요컨대, 루머란 그것을 전달하는 사람들의 관심에 강하게 어필해서 동질적인 사회의 매체를 통해 흐름을 계속한다. 특히, 루머들 중에서 분열적이거나 적대적인 루머는 조직적인 성격을 강하게 풍기고 있다. 루머는 개인적 욕구보다 집단적 욕구에 초점이 맞추어진 경향이 강하다. 그러나, 사회적 차원의 루머의 생성이나 전파는 집단적 상황보다는 면대면(face to face)의 상황 하에서 대인 커뮤니케이션(interpersonal communication)을 통하는 경우가 지배적이다. Rumor has a significant meaning as a phenomenon of social movement but it remains a field of difficult areas to easily generalize. The social-scientific study on rumor has stayed a elementary level until now. And also, researchers must entirely depend on quality of the materials which can be acquired right now in order to have a certain view point of a kind of social phenomenon, rumor. This study examine the classifying criteria of rumor and its system of establishment to help collective behavioral understandings of rumor and considers in the collective behavioral aspect the distorted phenomenon and ecology of rumor through the psychological and social characteristics of it. The process in which contents of rumor is made not by disorder but by a certain law. Rumor is distorted by three principles, that is, leveling, sharpening, and assimilation. In short, rumor gives strong appeal to the people who are interested in communicating it. By doing so, it continues to keep the stream by means of identical media of society. Particulary, the dissoluble and hostile rumor of them shows strongly the artifical characteristics. Rumor tends to focus on rather a collective desire than on individual one. But the creation and conveyance of rumor in the social dimension are mainly controlled by interpersonal communication in the circumstances of face to face father than in the collective circumstances.

대학의 봉사학습에 관한 서설적 연구

조용하 東亞大學校 學生生活硏究所 2002 學生硏究 Vol.30 No.-

성인학습을 위한 앤드라고지(Andragogy)의 교육적 패러다임

조용하 동아대학교 교육대학원 1998 동아교육논총 Vol.24 No.-

본 연구는 성인학습의 이론적 관점을 제시하고 있는 앤드라고지(andragogy)의 교육적 패러다임을 탐색해 보고자 하는데 그 목적이 있다. 이를 위해서 앤드라고지의 출현배경, 역사적 발달, 이론적 가설과 기술적인 함의, 그리고 교육전략을 분석하고자 한다. 성인학습을 위한 앤드라고지의 패러다임은 성인학습자의 특징으로부터 끌어내어진 성인교육의 기초이론을 교육실천에 적용한 것으로 교육과정의 지도원리의 하나로 구조화되어가고 있다. 교육의 과학적 이론으로서는 이론도식들이 제사실을 해명하며 또한 얼마만큼 검증되고 있는가 하는 점에서는 이론의 여지도 없지 않다. 그러나 성인학습을 위한 지도원리로서 앤드라고지는 지지와 성과를 올리고 있으며 이제는 성인교육의 가장 유력한 이론 체계로 간주되어 가고 있다. The issue of andragogy has become a major focus in the practice and discourse of adult education in recent years. The 'andragogy' is probably the most common of adult education's shibboleths. As a term summarizing a number of central beliefs concerning the unique character of adult learning and the implications for practice which flow from these it is undeniably the most important concept in the field to many practitioners. Andragogy is often thought of as a grasp of decontextualized tools and techniques that can be applied in any settin for any educational purpose. It become a word used frequently by adult educators to describe the process of adult learning. Educational paradigm of andragogy for the adult learning is the unifying educational process that can help adults discover and use the findings of these related fields in social settings and educational situations to stimulate the growth and health individuals, organizations, and communities. The field of adult education has long sought a glue to bind its diverse institutions, clienteles, and activities into some sense of unity; perhaps andragogy sill give it at least a 'unifying theory'. And, extended in its application to the concept of lifelong learning, andragogy will provide a unifying theme for practice of adult education.