대학 교양교육에 수어 교육의 필요성에 대한 일고(一考)

김언경 ( Kim Eon-kyeong ),김춘수 ( Kim Chun-soo ) 대구가톨릭대학교 교양교육연구센터 2022 융합교양연구 Vol.9 No.1

This study is an understanding of sign language in Deaf culture, one of the various cultures that coexist in modern society, and the necessity of sign language education in university liberal arts education. With the enactment of the “Korean Sign Language Act” in February 2016, sign language was recognized as the first language used by farmers as a language equivalent to Korean, but it did not play a significant role or effect in its effectiveness, and expanded to allow the Deaf to receive related information quickly and accurately. In addition, it can be seen that the social position of the Deaf are moving from the periphery to the center through the change in the position of sign language interpreters during the real-time TV government briefing. In addition, the demand for sign language interpretation services is growing due to the participation of the Deaf in society, the expansion of integrated education and higher education opportunities, and the interest and importance of sign language interpreters are increasing. However, despite this interest, understanding of sign language education remains on a very personal level, and sign language education in universities is still dismissed as a form of personal hobby and is rarely given to all students. In this situation, it is a big problem that there is no awareness of sign language education in Daegu Catholic University, which strives to spread Catholic ideology. Therefore, why sign language education is necessary at Daegu Catholic University, and I would like to examine the method of sign language education through the case of nearby Daegu University.

대학생의 자기 성장을 위한 기질과 성격의 이해

김수아 ( Kim Sua ) 대구가톨릭대학교 교양교육연구센터 2022 융합교양연구 Vol.9 No.1

College students experience significant stress due to changes in internal and external roles. Self-awareness and mental energy are important resources for holistic growth, and in the current corona-like uncertainty and control situation, the lack of experience from the social environment prevents the development of the nervous system and growth in social situations in early adulthood. threatened In particular, if the understanding of inner feelings or self-expression is immature, emotions and behaviors are expressed in an unhealthy way, and the consumption of mental energy to form an identity within the community of the university, develop independence, initiative, and career exploration, etc. becomes a lot In this regard, this study intends to discuss the understanding of individual temperament, the relationship between temperament and personality, and subjective well-being. In addition, the innate self does not grow within a set limit, but considers growing through a process of proactive self-understanding and adaptation.

학습자 중심 교육 수업의 운영 사례 분석 - 자기주도학습을 위한 교육환경의 전략적 설계 -

정현숙 ( Jung Hyun-sook ) 대구가톨릭대학교 교양교육연구센터 2021 융합교양연구 Vol.8 No.2

Talents required in the digital era are ‘knowledge creators’ with creative capabilities. The student selection method in the field of education also has been switched to the selection of creative students with potential and self-directed learning test, instead of simply applying the uniform entrance examination. It is proven that self-directed learning ability is an essential ability in the era of life-long learning and an important capability that is required in the 21st century. The purpose of this study is to propose measures to improve university education. Based on the experience in major classes at 00 University in 2021, the researcher suggests that the role of the instructors should be transformed into learners-centered education. It is necessary to recognize that instructors and learners are complementary actors for effective learners-centered education. Instructors are no longer authoritative knowledge transmitters. The educational environment should be structured in terms of curriculum and evaluation so that learners can produce meaningful knowledge on their own. First, reflection on the evaluation elements of class syllabus, teaching medium, and the teaching method related to the design of educational environment. This means re-examination of orientation, real life-related materials, mid-term exam feedback, and adjustment of evaluation ratio. Second, the establishment of classroom environment centered on activity classes. This means opportunities for experience through task participation strategies, contextual presentations, social cooperative learning, and active thinking skills promotion tasks. Through this, learners should focus on internal change beyond whether they can achieve the educational goals that are already set by themselves. It is necessary to help learners in reinterpreting existing knowledge in context, rather than simply acquiring and memorizing information. Therefore, instructors should provide learners flexible educational environment and evaluation methods in order to improve the learners’ self-directed learning ability. At the same time, mature and active learning attitude is required from learners. The realization of future-oriented self-directed learning capability depends on continuous mutual growth of instructors and learners.

팬데믹과 교양교육의 방향 탐색 - 수리과학 교과를 중심으로 -

김태희 ( Tae Hee Kim ),이미령 ( Mi Ryeong Lee ) 대구가톨릭대학교 교양교육연구센터 2021 융합교양연구 Vol.8 No.2

In this study, we discuss the changed educational environment of universities from the first semester of 2020 when all classes of universities were alternated to online classes due to the COVID-19 Pandemic to until 2021 when both offline and online classes are enforced. In particular, we investigate the curriculum of the convergence subject < Mathematical Science > in the operation of liberal arts education, which has rapidly changed due to the pandemic. And we intensively explore areas of interest for students in the contents of < Mathematical Science >. In addition, we examine the exposed problems in the curriculum of the subject < Mathematical Science > in liberal arts education and suggest solutions to the problems. Furthermore, we suggest the direction of liberal arts education of the convergence subject < Mathematical Science > in the era of the Pandemic.

플라톤의 Protagoras와 The Republic: 교양의 결과로서 철학과 교육

임태평 ( Lim Tae-pyeung ) 대구가톨릭대학교 교양교육연구센터 2021 융합교양연구 Vol.8 No.1

In this paper, I shall try to consider philosophy as ‘result of culture’ and education from three important viewpoints of Sophist’s philosophy and Socrates’, or Plato’s philosophy. What is philosophy? Most philosophers believe that philosophy begins in wonder, and thus has its roots somewhere in human nature itself. Men are probably the only creature who can wonder. They can wonder at the mystery of man’s existence, and at the fact that the world exists or, finding no such “mysteries,” can wonder about the nature of the world and the nature of man’s knowledge of it. Out of this wonder, two men in ancient Greece created philosophy as we know it today. By Rauch’s Indication, Plato’s philosophy have had impact and influence on Western philosophy and educational theory(Rauch, 1965: 5). Thus Plato regarded the human soul as a complex whole, consisting of three ‘forms’, ‘kinds’, or ‘parts’, as he variously calls them. The first of these, beginning at the lower end in the scale of worth, is ‘appetite’. The second element in the Platonic analysis of the soul is not quite so easily described or understood, but commonly translated ‘spirit’, and the third element in Plato’s mind the highest, is that which he call ‘philosophic’(Nettleship, 1951: 9-14). Therefore, Plato was not only an unsurpassed philosopher and a brilliant author but a great philosopher of education whose practical vocation in life was that of an educator. In a Dialogue of Plato’s works, Protagoras begins by maintaining that virtue can be taught(he is a professional teacher). Socrates holds that virtue cannot be taught. By the time the dialogue ends. the two men have apparently reversed their positions. Protagoras now says that virtue cannot be taught, Socrates now says that virtue can be taught. This is not, however, a genuine reversal of position. Socrates has merely re-fined what we are to mean by virtue. His position was consistent from beginning to end: if what we mean by virtue is the conventional morality of society, then this is not taught. But virtue is something entirely different from conventional morality. Virtue is knowledge, and in this sense alone can we say that virtue can be taught(Rauch. 1965: 104-105). In this article “virtue can be taught” sophistic and Plato’ points of view shall be considered the following subject. To sum up: I. Socratic concept of Education. II. Sophism and Education 1. Sophistic Concept of Education 2. Sophistic Education of Virtue. III. Plato’s Philosophy and Education 1. Plato’s Concept of Education. 2. Education as Character Training 1V. Conclusion: Sophistic and Plato’s Philosophies as Result of Culture.

르네상스 원근법의 미술사적 의미 - 마사초의 작품을 중심으로 -

박순하 ( Park Soon-ha ),조수정 ( Cho Soo-jeong ) 대구가톨릭대학교 교양교육연구센터 2021 융합교양연구 Vol.8 No.2

Renaissance refers to the revival of ancient Greek and Roman cultures. In Italy in the 15th and 16th centuries, a new worldview centered on the humanities took place in place of the Christian worldview of the Middle Ages, and painting in particular responded very sensitively to this transition. This study aims to find the meaning of art history by focusing on the perspective of Tommaso Cassai Masaccio (1401~1428), who announced the beginning of Renaissance painting. Perspective can be said to be a major turning point in Renaissance painting, and a new way of seeing the world is embodied in painting. This study aims to illuminate the significance of Masaccio’s art, which is evaluated as a new pioneer of spatial expression, by analyzing perspective focusing on the representative works that reveal Masaccio’s new attempts, and by examining them separately before and after the Renaissance. In conclusion, Masaccio’s novelty was further revealed by referring to the difference and influence of perspective in the history of Western painting and the perspective in Eastern painting history.

비전공자들의 프로그래밍 교육을 위한 교수학습전략

이정아 ( Lee Junga ) 대구가톨릭대학교 교양교육연구센터 2021 융합교양연구 Vol.8 No.1

In response to recent development of technologies such as Artificial Intelligence(AI), BigData, Internet of Things (IoT), Cloud Computing, and Information and Communications Technologies (ICT), the world is getting digitalized. The 4th industrial revolution is not the far future and it is already near us within our reach. Also, the importance of software education is getting spotlighted because software education enhances computational thinking and problem-solving ability which are essential competitiveness for the future industry. As a result, universities are providing more software courses to foster talents for the future industry and enhance computational thinking ability and problem-solving ability of non-computer majors. In response, this study suggests the teaching and learning strategy for block-based programming courses designed for software education under the goal of enhancing the problem-solving ability and computational thinking ability of non-computer majors. The non-computer majors experience difficulties in learning programming-related grammars and learning programs for solving in the actual situation. Also, there is a huge learning gap between each student and the instructors have difficulty in giving feedbacks to multiple students. Thus, this study suggests the teaching and learning strategy for block-based program courses as a way of teaching programming for non-computer majors. For the problem solving and effective a practice in the programing course, the students are given video contents. Also, in face-to-face learning, peer teaching method is integrated together for the communication and cooperation between instructor and student or between students. Such teaching and learning strategy is expected to encourage self-directed learning and creativity of students during the course

무엇을 어떻게 가르치면 ‘교육활동’이 되는가?

김민남 ( Kim Min-nam ) 대구가톨릭대학교 교양교육연구센터 2021 융합교양연구 Vol.8 No.1

The researcher does not ask what education is, but what and how teaching become educational activities. This researcher abandons the ideal attitude of starting from conceptualization of the nature of education, and takes a pragmatic attitude of conceptualization from the effect of education. The summary of the discussions are as follows. First, educational activities are to improve the competency of well living. Teachers need to make the competency into a learning experience. In order to give the learning experience, teachers should create a program that stimulates ‘knowledge activity’ which is human nature. This knowledge activity is a fundamental resource for teaching. Second, teachers produce program their own to improve the competency of students’ well living. Pedagogy and educational activities aim to develop liberation of life through knowing. These focus on building capacity of understanding and application. Third, education is the practice of educational methodology. Teachers teach by forming the learning community. Also, Teachers teach by constructing concepts and principles, having students act them as problems of life, experiencing understanding and application, making context of the curriculum. And teachers teach by devising an educational method that stimulates knowledge activities

신앙이 꽃피운 중세의 보물 - 스페인 베아투스 필사본

박성혜 ( Park Sung-hye ) 대구가톨릭대학교 교양교육연구센터 2021 융합교양연구 Vol.8 No.1

Medieval Spain, which will be covered in this article, was subject to frequent foreign invasion and conflict. In the process, there were also the influx and absorption of cultures between them, but due to the resistance posed by different religions, we see the birth of new cultures. Among the new cultural art works, the manuscripts of the Bible created during this period, especially illuminated manuscripts, are distinct from those of Western European in their style and color. The region conquered by Islam is called Al-Andalus, and Cordoba, in southern Spain, was the capital of Islamic Spain and was the largest, richest and most developed city in medieval Europe. Mediterranean trade and cultural exchanges between neighboring countries blossomed, and the rich intellectual heritage of Arabs and North Africa was brought to Europe through Cordoba. In Al-Andalus, Christians and Jews were called “people of the Holy Land” and, although this place was in the Islamic world, they were able to defend their religion by Islamic tolerance. Muslim and Jewish scholars have contributed to the revitalization and development of classical Greek culture in Western Europe. Through these activities, the Romanized culture of Spain was mixed with Muslim and Jewish cultures, forming a unique culture called ‘Mozarabs’. With the political background of the times and the prolonged Islamic rule, the conflict between Islam and Christianity surfaced. Their conflict, from the northern provinces of Spain where Catholicism prevailed, solidified their identity for Christianity against Islam, and at the same time found their arguments in the Bible. It conveys the necessity to believe in Christianity by transcribing the Apocalypse in the Bible along with the commentary written by the ancient fathers. It started with the Commentary on the Apocalypse, written by a monk Beatus of the monastery of San Martin de Turieno, Liebana, northern Spain.

대구가톨릭대학교의 말하기 교과 운영 현황과 교과목 개발 방향 탐색

정효진 ( Jeong Hyo-jin ) 대구가톨릭대학교 교양교육연구센터 2021 융합교양연구 Vol.8 No.2

This study examines the current state of speaking subject at Daegu Catholic University and explores the direction of the speaking subject development. To this end, the author first examined the current status of ‘speaking’ related subjects at major domestic universities, then examined the opening status of ‘speaking’ related subject at Daegu Catholic University, the 2017 university student core competency diagnosis result analysis, and the speaking curriculum. Based on this, in the exploration of the direction for development of the speaking subject at Daegu Catholic University, discussion was made largely dividing into ‘diversification of contents of speaking education,’ ‘arranging appropriate number of students,’ ‘connection plan with writing,’ and ‘increase the effect of subject related learning through activation of comparative subjects.’