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李啓鶴 同德女子大學校 1982 同大論叢 Vol.12 No.1
The ultimate purpose of education is to mae a person as 'human being'. the present state of education, however, is in bad condition to achieve its purpose more efficiently. If we take the modern job-oriented society into consideration, the reason is evident. although we have to bear the important fact in mind that a teacher cannot help staying within the limit of his own characteer, and also he will become a desirable model character of his students, yet in the teacher training course we tends to place greater emphasis on education of job-related matters than character education. In this situation, as far as I know, there haven't been any systematically and theoretically well-designed material and model program which can be used for the achievement of character education in the course of teacher training. This study is derived from this need. To achieve the purpose of this study, the literatural considerations for the theoretical background is as follows; 1. there was considered double-self structures as false-self true one. 2. there was constructed a psychodynamic model based on a directional model of self-conscious development. 3. there was considered the relationships between character and mental health, and between self and mental-health. 4. there was designed a methodological principle of self-cultivating centered by self-theory, counselling theory, and value-attitude changing theory. The basic strategy is built by the above theoretical background in order to develop the program of self-cultivating(lists of the program are as figure 1 in the article). In spite of weakness in the literatual considerations, approach, and programming structure of self-cultivating, this study is to be considered meaningful in the point of new data about character education for college man and women and of being a new approach. educational meaning level of this program should be testified through the practical study and to criticize for better improvement in its contents, approach, and structure through the field application of it.
李啓鶴 同德女子大學校 1979 同大論叢 Vol.9 No.1
The ultimate goal of educaton is the desirable or hymane man, but this goal is too broad for practice in education as a powerful regulation, accordingly, the ideal person that is suggested in education must be more clarified. For a long time, the ideal person has been suggested on the speculative or philosohical basis, but that kind of description of the ideal person is not helpful for practice in education, because practice in education is operated on the basis of facts. Thus, the aim of this paper is to clarify the ideal person on the base of developmental psychology, accordingly this study is mainly carried out through the literature of hyman development. This paper has the latent assumption that the state of ideal person coincides with the end-state of hyman development. The study is carried out as follows. First, the tropism of development was inquired from the developmental psychology according to the basic attributes of hyman beings (Cognition, Affection, Volition). Second, the tropism model of hyman development is formulated with the tropism discoverd in each attribute of the hyman being and characteristic of mental development. Third, according to the tropism model, the end-state of hyman development is clarified, the findings are as follows: 1)the tropism of hyman development a)Development of Cognition Development of cognition is an internalizing process of objectivity and it's tropism is the transition from subjectivity to objectivity. b)development of Affection Development of affection is a realizing the process of altruism and the tropism of affection development is the transition from egoism (self-love) to altruism (other-love). c)Development of Volition Development of volition is a process of autonomy and its tropism is the transition fom heteronomy to autonomy. 2)Characterstic of mental Development. Mental development is accomplished through the transformation process of quality evel from sujectivity to objectivity, from egoism to altruism and from heteronomry to antouomy. 3)The tropism model of hyman development. The tropism model of hyman development is as follows(Figure 1). 4)The end-state of hyman development according to the tropism model of hyman development, the end-state of hyman development is the state of realizing the objecive self who is absolutly autonomous and altrurstic. as the result the end-state of hyman development coincides essentialy with state of ideal person suggested in education as an ultimate goal.