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진영석 ( Young Seok Jin ) 한국교육과정학회 2012 교육과정연구 Vol.30 No.3
In the works of Bobbitt and Tyler, which made a great contribution to the emergence of the curriculum field and still have a great influence in these days, curriculum development is assumed as a typical case of curriculum study. However, they have not paid due attention to the traditional subjects and to the mind which are cultivated by learning the subjects, which results from their approach based on means-ends connection. An alternative approach to it is suggested in Bruner`s curriculum theory which raises the problem of the internalization of subject matter, and in the theories of Peters and Hirst which provide an argument for the justification of curriculum, although these theories require a complement to be more satisfactory ones. Neo-Confucianism, when interpreted as a curriculum theory, turns out to make up for their defects. It presents a theoretical system centering around ``the cultivation of the Mind-Heart(unmanifested or primordial mind) through learning the school subjects.`` In Neo-Confucianist curriculum theory, the internalization of subject matter and the worthwhileness of school subjects are explained in the light of the ``circular movement`` between the empirical mind and the Mind-Heart, and these two explanations are closely connected with each other. Thus, we could find in it a viable alternative to an approach based on means-ends connection.
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진영석 ( Young Seok Jin ) 한국초등교육학회 2012 초등교육연구 Vol.25 No.3
Curriculum integration requires a close examination from at least two aspects. One is the epistemological aspect, and the other is the ethical one. From the former aspect, it seems that curriculum integration, understood in its strict sense, is a something unintelligible, as is undoubtedly suggested in Hirst`s thesis concerning the forms of knowledge. However, it is made intelligible in Neo-Confucianist theory of curriculum. While Hirst rejects the metaphysical reality and inevitably leads to the thesis of the irreduciblility of different forms of knowledge, Neo-Confucianist theory of curriculum offers the view that the unity of all knowledge is realized in the Mind-Heart, that is, ``the unmanifested or primordial mind``, which is cultivated through learning the school subjects. From the latter aspect, curriculum integration is often valued by its practical utility in everyday life, as is evident from Dewey`s theory of curriculum. In this view, knowledge is not valued for its own sake and little attention is paid to the intrinsic value of education. However, Neo-Confucianist theory of curriculum clearly shows that the pursuit of knowledge leads us to the sagehood which might be said to be the proper state of educated person. In brief, the explanations of curriculum integration from the two aspects find their true forms in Neo-Confucianist theory of curriculum, and in it they constitute an integrated whole. And if the idea of curriculum integration originates from Dewey`s theory of curriculum, Neo-Confucianist theory of curriculum could be said to present a viable alternative to it.
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진영석 ( Young Seok Jin ) 서울교육대학교 초등교육연구원 2012 한국초등교육 Vol.23 No.1
It is often assumed that moral education is primarily concerned with action rather than with knowledge. However, as is evident from the ``paradox of moral education``, which has its origin in Aristotle`s Nicomachean Ethics and was first formulated by R. S. Peters, emphasis should also be placed upon ``knowledge``. Aristotle emphasizes the role of practical wisdom(phronesis) in cultivating the moral virtues, but he excludes theoretical knowledge from the domain of moral education. Unlike him, Peters suggests that the promotion of theoretical activities may be included in moral education in its broad sense, although he does not go further to take seriously the question of whether the pursuit of theoretical knowledge can lead us to a moral person. On the other hand, Neo-Confucianist theory of education clearly shows that various kinds of theoretical knowledge are of critical importance in cultivating the ``unmanifested or primordial mind`` from which our moral actions naturally flow. In this view, the most promising way of becoming a moral person lies in the cultivation of the Mind-Nature through learning the school subjects most of which are theoretical ones. If this view is valid, the prevalent view of moral education, which emphasizes cultivating the emotions or strengthening the will as a way to moral action, could be said to distract us both from the significance of the school subjects and from the proper meaning of moral education, and therefore should be reexamined in a fundamental way.
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심성함양의 매체에 관한 플라톤의 사상: 「법률」과 「국가론」의 분석
진영석 ( Young Seok Jin ) 서울교육대학교 초등교육연구원 2016 한국초등교육 Vol.27 No.1
Contrary to the prevailing view, Plato’s Republic and Laws, which are representatives of his works, have education as their main theme. They contain many subjects including politics and religion, but these subjects are discussed with the focus placed on education. In his view, education is primarily concerned with the conversion of the soul from the sensible world to reality, which is equivalent to the Mind-Nature cultivation in Neo-Confucianist theory of education. Thus, just like education, politics and religion are seen to contribute to the Mind-Nature cultivation, although their ways of contribution are different from each other. There is a theory which argues that those three activities are typical ones which use ‘concept’, ‘non-verbal symbol’, and ‘verbal symbol’ respectively as their own media of Mind-Nature cultivation. This theory is applicable to those two dialogues of Plato, except that ‘non-verbal symbol’ is mainly used as a medium in religious activities which are of vital importance in the Laws. Anyway, the theory casts light on the question of how the difference between the best state of the Republic and a second-best state of the Laws should be understood. The Mind-Nature cultivation through ‘concept’ is logically prior to the Mind-Nature cultivation through ‘non-verbal symbol’, and the latter could be realized only when the former is realized to some degree. While the ‘philosopher-king’ of the Republic exemplifies the former, the ordinary citizens of the Laws exemplify the latter. In a word, the exemplar of the Mind-Nature cultivation can be found in the Mind-Nature cultivation through ‘concept’. This conclusion calls for renewed attention to the school subjects, particularly to the theoretical ones in which ‘concept’ is contained.
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진영석(Young-Seok Jin),이재무(JaeMu Lee) 한국멀티미디어학회 2006 한국멀티미디어학회 학술발표논문집 Vol.2006 No.1
수학과는 위계성이 강한 단계형 교과로 학습자 개개인의 수준을 고려한 수준벌 학습이 필요한 교과이다. 그러나 일선 학교에서는 다인수 학급 및 보충지도 시간 부족 등으로 인하여 학습자 수준에 맞는 개별적인 수준별 학습이 잘 이루어지지 않고 있는 실정이다. 따라서, 본 연구는 수준별 개별화 학습을 지원하여 올바른 수와 연산개념의 형성을 위한 게임형 학습 프로그램을 개발한다. 본 학습 프로그램은 학습자의 학습 진척도와 성취도를 체크하여, 학습자에게 맞는 학습 단계를 자동으로 조절해 준다. 그리고 학습 중에도 학습자의 수준을 고려한 힌트와 구체물 조작을 통해 문제를 해결할 수 있도록 도움 기능을 제공한다.
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