대도시 노인문화예술교육에 대한 현황분석 - 부산광역시의 노인교실과 노인복지관을 중심으로 -

박응희,한현우,정미경,이병준 한국문화교육학회 2011 문화예술교육연구 Vol.6 No.1

As the average life span increases, corresponding to changing society, the aged is now required to live as a self-initiated individual in various areas. In the diversified lifestyles and biological changes, the old people's self-realization desire is elevating. They are trying to participate in society actively and rediscover themselves as members of the community. The demand of the aged learners has emphasized the culture and art education as the way of not only realizing the quality of life but enhancing the creative competitiveness in the region and society. Therefore, this study discusses policy direction and theory background of the culture and art education for the old people. Also, it seeks for regional context of human resources and material resources to facilitate the culture and art education. As a result of this study, there are some problems to be propounded. Acting organizations who provide the culture and art education for the old people are financially embarrassed, so it is hard to plan and invest in the senior programs and improve professionality for senior education trainers. As the aging society has come, people realize importance of education for old people as a lifelong education. Especially, the culture and art education for the old people is more important to improve senior's life quality and strengthen the social and emotional bond. Thus, the culture and art education for old people is suggestive in operating and planning curriculum that related to rediscovering themselves and restructuring their life historical experience in the view of culture. 평균 수명의 연장과 더불어 노인들은 변화하는 사회에 대응하면서 삶의 다양한 영역에서 자율적인 개인으로 생활해 줄 것을 요구 받고 있다. 다원화되는 생활양식과 생물학적 변화 속에서 노인들은 자기실현에 대한 욕구가 높아지고 있으며 사회구성원으로서 자아를 재발견하고 사회참여를 적극적으로 하려는 노력을 기울이고 있다. 이러한 노인학습자들의 수요는 삶의 질을 구현할 수 있을 뿐 아니라 지역과 사회의 창조적 경쟁력을 높이는 중요한 방안으로 문화예술교육이 강조되고 있다. 본 연구에서 노인문화예술교육의 정책적 방향과 이론적 배경을 논의보고 동시에 문화예술교육을 촉진하기 위한 지역의 인적ㆍ물적 자원의 제반 환경적 맥락을 탐색하였다. 본 연구의 결과 노인교실을 비롯한 노인문화예술교육 수행기관들의 재정상태가 그리 높지 않아 노인문화예술교육프로그램 기획에 대한 투자가 어려우며 양질의 프로그램과 강사인력 및 담당인력의 전문성 제고가 중요한 문제로 제기되고 있다. 고령사회로의 진입이 강조되면서 평생교육의 영역으로서의 노인교육의 중요성이 갈수록 강조되고 있는 가운데 노인들을 대상으로 하는 문화예술교육은 그들의 삶의 질과 정서적․사회적 유대감 강화를 위해 매우 중요하다고 볼 수 있다. 특히 노인문화예술교육이 노인들이 자신의 생애사적 경험과 체험들을 문화적인 관점에서 재구성하면서 자신에 대한 의미를 재발견해가는 학습과정으로 연계될 수 있는 기획 및 운영 등에서의 시사하는 바가 적지 않다.

장애인 평생교육 프로그램 분류체계 개발 기초연구

김두영,박원희 한국특수교육학회 2013 특수교육학연구 Vol.48 No.2

The current study is implemented to develop the classification system of lifelong education programs for people with disabilities. A survey was conducted with 104 institutions which have services lifelong education programs for people with disabilities. The institution included welfare center for people with disabilities, night schools for people with disabilities, vocational training centers in Korea Employment Agency for the Disabled, the libraries for the blind, independent living centers, lifelong education centers for people with disabilities at universities. Through the survey, 873 programs were investigated to develop the classification system of lifelong education programs for people with disabilities. Firstly, 873 programs were classified into 5 different areas such as purposes, contents, subjects, forms and places for the survey. With this result, the lifelong education act and previous research, this study established a large-classification system on lifelong education program of people with disabilities based on academic ability of supplementation education, basic literacy education for adults, vocational education, culture-arts education and civil participation education. Further, this study suggested a middle-classification system with categorizing program data of lifelong education program of people with disabilities. The classification system of lifelong education program for people with disabilities that this study suggests, could be a guideline for development of standard classification system for the programs for people with disabilities as well as an evaluation system. In addition, the result of this study could be helpful for establishing policies on the lifelong education programs for people with disabilities. 이 연구는 장애인 평생교육 프로그램의 체계적인 분류방안을 제시하는 데 목적이 있다. 이 연구 수행을 위하여 먼저, 장애인복지관, 장애인야학, 장애인주간보호센터, 장애인자립생활센터, 점자도서관, 대학부설 장애인 평생교육원, 한국장애인고용공단 산하 장애인 직업훈련기관 등 모두 104개 기관 873개의 장애인 평생교육 프로그램 조사를 실시하여 프로그램의 명칭, 목적, 내용, 대상, 형식, 장소를 기준으로 프로그램 조사표를 작성하였다. 이를 귀납적으로 적용하여 평생교육법 제2조의 평생교육 프로그램 6개 영역을 근거로 장애인 평생교육 프로그램 대분류를 설정하고, 평생교육진흥원에서 개발한 한국 평생교육 프로그램 분류체계를 참조하여 기관별 장애인 평생교육 프로그램 데이터의 범주화를 실시함으로써 중분류의 정의 및 각 영역별 장애인 평생교육 프로그램 예시를 간단히 표로 제시하였다. 이 연구에서 제안한 장애인 평생교육 프로그램 분류체계는 일반분류체계로서 향후 국가적인 차원에서의 표준분류체계 개발 연구를 위한 기초연구로서의 역할은 물론 장애인 평생교육 프로그램의 개발 및 평가 틀을 구성하는데 도움을 줄 것이다. 또한 장애인 평생교육 지원정책의 근거 자료를 제공해 줄 수 있을 것으로 기대된다.

도산의 교육관과 초기 미주 한인사회의 교육 : 대한인국민회의 교육운동을 중심으로

이명화(Myeong-Hwa Lee) 독립기념관 한국독립운동연구소 2008 한국독립운동사연구 Vol.0 No.31

도산은 우리 민족의 비젼을 독립정신과 민주주의 의식을 갖춘 선진국민이 되어 선진 조국을 건설하는 것으로 설정하였다. 그리고 그 목적 달성을 위한 지름길로서 교육을 상정하고 국민교육론을 일찍부터 설파하였다. 교육을 통해 역사변혁의 주체인 국민을 육성하려 했던 도산은 미국이라는 선진 문명국과 재미한인사회라는 모델을 통해 교육으로써 선진국민을 육성하고 선진조국을 건설하고자 했으며 재미한인사회는 그 실험장이자 모범장이었다. 도산은 미국내의 한국민은 식민지지배를 받는 약소민이며 망국민에 지나지 않는 최하층 유색 열등민족이라는 자괴감에서 벗어나 조국독립과 조국증진에 기여하는 우수한 인적 집단이 될 수 있다는 자부심을 교육을 통해 불어 넣어주었다. 국권을 상실한 조국을 살리기 위해 민족교육과 군인양성교육을 통해 독립의 희망을 갖고자 했던 재미한인들의 교육적 열의는 대한인국민회 조직을 통하여 재미한인사회에만 한정되지 않고 국내, 만주, 시베리아지역의 재외한인사회로 확산되었다. 그들은 ‘교육이 바로 생명’이라는 절실한 신념 아래 이 모든 가치를 구현하기 위한 조직적 기반을 갖추는데 전력하였다. 도산은 1911년 미국으로 입국하기 이전에 일구어낸 경험과 인적 네트워크를 기반으로 1910년대 재미한인사회의 민족교육운동을 지도하였다. 유학생과 2세들, 그리고 일반 피교육자들은 미국 공립학교에서 배우는 정규 교육 외에, 별도로 임시정부적 존재인 대한인국민회의 학무정책에 따라 역사의식과 자의식, 애국혼을 키워주는 민족문화교육을 의무적으로 교육받아야 했다. 항일투쟁을 전개하는 중에 조국증진과 민족번영의 목표를 향해 전진해야 했던 복잡한 시대였으나 그의 교육관은 ‘건전인격’이라는 평범한 진리에서 출발한다. 진실정신과 윤리의식을 통해 정직과 신용과 실용, 그리고 사랑의 가치를 교육으로 일깨워 주고자 했던 도산의 교육관은 오늘날 선진자본주의 민주국가에서 최고의 미덕으로 여기는 실용주의와 신용주의 가치의 존중과 다름아니다. 오늘날 교육학자간에도 인간교육에서 정직과 성실은 최고의 경쟁률로 꼽고 있는 교육적 보편주의에 입각해 있음은 주목된다. 독립, 민족국가 수립의 과제를 앞에 두고 무력항쟁을 펼쳐야 했던 우리 민족의 특수 현실 앞에서 개인의 자유와 공익을 추구하며 자유민주주의 국가건설을 교육의 최고 목표로 설정한 도산이야말로 가장 교육자다운 면모를 갖춘 이라 평가할 수 있다. 도산은 재미동포사회를 중심으로 전 해외 동포사회를 국민의식과 국민조직으로 통일연합한다는 거대한 마스터플랜 속에서 자기 자신과 사회, 그리고 국가의 가치를 삼위일체의 관계로 설정하고 개인의 도덕심으로부터 출발한 자아혁신, 사회공익에 공헌할 수 있는 희생정신을 가르쳤다. 그리고 그것이 사회혁신과 민족혁명의 길이며 결코 인류공영과 세계평화와 상충하지 않는 길임을 증명하였다. 개인의 도덕심으로부터 시작하여 사회와 국가에 공헌할 수 있는 공익의식을 넓혀나가고 민족운동의 대계와 비전을 세워 분명한 방향성과 목표를 설정하고 실천해 나간 도산의 교육관과 그가 중심이 되어 펼친 교육운동의 원리는 오늘날의 교육이론에 견주어 볼 때, 전혀 부족함이 없는 내용을 갖추고 있다고 평가할 수 있다. Dosan established the vision of our people as being the advanced people with the spirit of independence and democracy awareness and building the advanced fatherland. He assumed that education would be the shortcut to achieve this desired end and elucidated the theory of national education at an early stage. Dosan tried to foster the people, the subject of the historical reform through education. He set up the United States of America, the advanced civilized country and Korean society in America as a model and tried to foster the advanced people by education and build the advanced fatherland. The Korean society in America was its testing and model ground. By education Dosan made the Korean people free themselves from having a sense of shame that they were the people of a small and weak and the lowest colored inferior people, and inspired them to be excellent human resources contributing to the independence and development of their fatherland. The enthusiasm for the education of the Korean people in America who cherished a hope of independence through national education and training soldiers in order to revive the fatherland which lost its power of the state was not limited to the Korean society in America, and it permeated the Korean societies at home and in Manchuria and Siberia through the organization of The Korean National Association. They fired on all cylinders to prepare an organizational foothold for realization of all values under the earnest conviction of “education is the very life”. Dosan led a national education movement in the Korean society in America in 1910s on the basis of his experiences before his entrance into America in 1911 and personal network. Korean students studying in America, the second-generation Koreans and general educatees were required to get an education of national cultures which raised historical consciousness, self-awareness and the spirit of patriotism according to the policy of school affairs of The Korean National Association - a Society for a Korean independence movement”, which was like the Korea's provisional government, besides regular school education. His view on education began from the common truth of “sound personality” even though he lived in the complicated times of advancing on the development of his fatherland and national prosperity during an anti-Japanese struggle. His view on education, with whom he tried to make the people aware of the value of honesty, confidence, utilitarianism and love through the spirit of truth and ethic, is no more than respect for the value of pragmatism and the principle of confidence which is considered as the best virtue in the advanced capitalist and democratized countries nowadays. His view of education is worthy of note because honesty and sincerity are on the basis of educational universalism which is considered as the best law of competition among the educators today. Pursuing the personal freedom and public benefit under the hard situation of the Korean people who had to contend with arms for the establishment of the nation of the Korean people, he set the establishment of the state of freedom and democracy as the prime goal of education. Accordingly he can be estimated to be the real educator. Dosan established the value of an individual, society and nation as the relation of a trinity under a vast master plan to unite all societies of Koreans abroad centering on the society of Koreans in America with people's concepts and organization. And he taught self-reform started from individual morality and the spirit of self-sacrifice which could contribute to social benefit. And he showed that these are the way to society reform and national revolution and these are never contradictory to mutual prosperity and world peace. It is considered that his view on education, that is, expanding the consciousness of public benefit to contribute to the society and nation from individual morality, establishing the direction and aim of the gran

Construction of an Organizational Operating Plans by Creating the Meaning of Subject Matter Education in Lifelong Education for People with Autism Spectrum Disorders

김영준 한국장애인개발원 2023 장애인복지연구 Vol.14 No.1

This study aimed to construct a concretely actionable organizational operating plans by creating the meaning of subject matter education in the lifelong education of people with ASD. As a research method, FGI targeting special education teachers and rehabilitation welfare specialists was used. As a research method, FGI targeting each group of special education teachers and rehabilitation welfare specialists was used.. The research contents and results were presented as a means of creating the meaning of subject matter education for lifelong education of people with ASD and an organizational operation plans through it. First, the meaning of subject matter education for lifelong education of people with ASD was created as a principle and concrete means to support the long-term lifelong education approach of people with ASD. The long-term approach principles for lifelong education of people with ASD were presented as systematic, relevance, and universal. Next, concrete means for a long-term approach to lifelong education for people with ASD include adult career learning roadmap, diversity of curriculum areas, basic convergence with school-age-centered special education fields (a critical period of transition education), and educational content. The basic and advanced level of education, the link between related institutions centered on the curriculum, the generalization effect of experiential learning-based adult life, the generalization of curriculum guidelines and explanations, and the implementation basis such as schools and teachers were presented from the perspective of subject matter education. Second, in the organizational operating plans of subject matter education for the lifelong education of people with ASD, a procedural flow was presented that could operate and feedback the subject-centered curriculum through linkage between national ministries, base universities, and local related institutions. As a result of the study, it was analyzed that the practical meaning of subject matter education for lifelong education of people with ASD has major value in justifying the content principle and organizational structure of the lifelong education curriculum.

대도시 노인문화예술교육에 대한 현황분석 : 부산광역시의 노인교실과 노인복지관을 중심으로

박응희 외 한국문화교육학회 2011 문화예술교육연구 Vol.6 No.1

평균 수명의 연장과 더불어 노인들은 변화하는 사회에 대응하면서 삶의 다양한 영역에서 자율적인 개인으로 생활해 줄 것을 요구 받고 있다. 다원화되는 생활양식과 생물학적 변화 속에서 노인들은 자기실현에 대한 욕구가 높아지고 있으며 사회구성원으로서 자아를 재발견하고 사회참여를 적극적으로 하려는 노력을 기울이고 있다. 이러한 노인학습자들의 수요는 삶의 질을 구현할 수 있을 뿐 아니라 지역과 사회의 창조적 경쟁력을 높이는 중요한 방안으로 문화예술교육이 강조되고 있다. 본 연구에서 노인문화예술교육의 정책적 방향과 이론적 배경을 논의보고 동시에 문화예술교육을 촉진하기 위한 지역의 인적·물적 자원의 제반 환경적 맥락을 탐색하였다. 본 연구의 결과 노인교실을 비롯한 노인문화예술교육 수행기관들의 재정상태가 그리 높지 않아 노인문화예술교육프로그램 기획에 대한 투자가 어려우며 양질의 프로그램과 강사인력 및 담당인력의 전문성 제고가 중요한 문제로 제기되고 있다. 고령사회로의 진입이 강조되면서 평생교육의 영역으로서의 노인교육의 중요성이 갈수록 강조되고 있는 가운데 노인들을 대상으로 하는 문화예술교육은 그들의 삶의 질과 정서적 . 사회적 유대감 강화를 위해 매우 중요하다고 볼 수 있다. 특히 노인문화예술교육이 노인들이 자신의 생애사적 경험과 체험들을 문화적인 관점에서 재구성하면서 자신에 대한 의미를 재발견해가는 학습과정으로 연계될 수 있는 기획 및 운영 등에서의 시사하는 바가 적지 않다. As the average life span increases, corresponding to changing society, the aged is now required to live as a self-initiated individual in various areas. In the diversified lifestyles and biological changes, the old people's self-realization desire is elevating. They are trying to participate in society actively and rediscover themselves as members of the community. The demand of the aged learners has emphasized the culture and art education as the way of not only realizing the quality of life but enhancing the creative competitiveness in the region and society. Therefore, this study discusses policy direction and theory background of the culture and art education for the old people. Also, it seeks for regional context of human resources and material resources to facilitate the culture and art education. As a result of this study, there are some problems to be propounded. Acting organizations who provide the culture and art education for the old people are financially embarrassed, so it is hard to plan and invest in the senior programs and improve professionality for senior education trainers. As the aging society has come, people realize importance of education for old people as a lifelong education. Especially, the culture and art education for the old people is more important to improve senior's life quality and strengthen the social and emotional bond. Thus, the culture and art education for old people is suggestive in operating and planning curriculum that related to rediscovering themselves and restructuring their life historical experience in the view of culture.

매체언어 사용자로서 장애인의 미디어교육 개선 방안 연구 - 교수자 및 학습자 FGI를 중심으로

김영순,강진숙,변철희 한국언어문화학회 2009 한국언어문화 Vol.0 No.39

he aim of this study is to develop the media education policy for the disabled People. Media education exists to create positive change in the lives of individuals, communities, groups and organisations by promoting their inter-communications and integration through expressive arts and media. Media education acknowledges and builds on the positive, creative and pleasurable dimensions of popular culture. It incorporates production of media texts and critical thinking - decoding, analyzing, synthesizing and evaluating media - to help us navigate through an increasingly complex media landscape. That landscape includes not only traditional and digital media, but also popular culture texts such as toys, fads, fashion, shopping malls and theme parks. In this context it is important that the media education for the disabled people has to contribute the social integration of some society. In this study can be summarized as follows: 1) the media education for the disabled people has to set according to each type of the disabled people, 2) the media education will be developed by reflecting the gab among the disabled peoples, 3) the direct media experience is necessary for the disabled peoples, 4) Other results are following points: the construction of the media education network, the development of media education methodology, and the development of sponsoring system. he aim of this study is to develop the media education policy for the disabled People. Media education exists to create positive change in the lives of individuals, communities, groups and organisations by promoting their inter-communications and integration through expressive arts and media. Media education acknowledges and builds on the positive, creative and pleasurable dimensions of popular culture. It incorporates production of media texts and critical thinking - decoding, analyzing, synthesizing and evaluating media - to help us navigate through an increasingly complex media landscape. That landscape includes not only traditional and digital media, but also popular culture texts such as toys, fads, fashion, shopping malls and theme parks. In this context it is important that the media education for the disabled people has to contribute the social integration of some society. In this study can be summarized as follows: 1) the media education for the disabled people has to set according to each type of the disabled people, 2) the media education will be developed by reflecting the gab among the disabled peoples, 3) the direct media experience is necessary for the disabled peoples, 4) Other results are following points: the construction of the media education network, the development of media education methodology, and the development of sponsoring system.

장애인의 사회참여 확대를 위한 직업교육 중심의 평생교육 모델 개발에 대한 기초연구

김용욱,우정한,박종화 한국지체.중복.건강장애교육학회 2011 지체.중복.건강장애연구 Vol.54 No.1

The purpose of this study was to provide basic materials for developing lifelong education model centered on vocational education for social participation of people with disabilities. For this study, 9 participants including 2 persons with disabilities, 2 parents of students with disabilities, 2 vocational teachers of special, a principal of special school and 2 professors of special education university were employed and researched by focus-group interview. The results of this study were as follows:First, the most issue in lifelong education of people with disabilities was the lack of lifelong education opportunities and programs. Second, the most necessary thing in lifelong education of people with disabilities was vocational education. Third, the most issue in vocational education of people with disabilities was not being connected with employment. Forth, the timing of vocational education was elementary school. Fifth, the contents of vocational education were job skills and job related skills for job adaptation and social adaptation. Sixth, recommended job types for people with disabilities were should be taken into account character and abilities of people with disabilities. Seventh, the supporting system for effective vocational education was building of supporting systems for human and material infrastructure in conjunction with home, school and community. Eighth, it was recognized that vocational education institute should be located in social community, because of accessibility, cooperation with society, and full inclusion. Ninth, effective model of vocational education for the school and community partners, school business model would give fieldwork opportunities and systematic practice of vocational education and employment after graduation. Based on this results, discussion and some suggestion were provided for better lifelong education and vocational education of people with disabilities. 이 연구는 장애인이 지식기반사회에 적응하고 사회참여의 확대를 위해서는 평생교육이 필요하고, 그러한 평생교육에서 가장 필요한 내용은 장애인 취업 및 고용을 위한 직업교육이라는 배경에 기초하고 있다. 이에 따라 “장애인의 사회참여 확대를 위한 직업교육 중심의평생교육 모델은 어떤 형태로 이루어져야 하는가”라는 주제의 논의를 통하여 직업교육 중심의 평생교육 모델을 개발하기 위한 기초자료를 제공하고자 하였다. 이를 위해 포커스 그룹 인터뷰 방법을 이용하여 장애인, 장애인부모, 특수학교장 및 직업교사 그리고 관련전문가 등 9명을 대상으로 그들의 인식을 알아보았다. 연구의 내용은 첫째, 장애인의 평생교육에서 가장 문제점, 둘째, 장애인 평생교육을 위한교육내용으로 가장 필요한 것, 셋째, 장애인의 직업교육에서 가장 문제점, 넷째, 장애인 직업교육의 시기, 다섯째, 장애인 직업교육에 포함되어야 할 내용, 여섯째, 장애영역별 추천직업종목, 일곱째, 장애인의 직업교육을 위한 지원체제, 여덟째, 장애인 직업교육기관의 위치, 아홉째, 장애인 직업교육의 효과적인 모델 등을 중심으로 장애인 직업교육 중심의 평생교육모델에 대해 알아보았다. 그리고 이에 기초하여 장애인 직업교육 및 평생교육을 위한시사점을 제시하였다.

쑨원(孫文)의 혁명교육 고찰: 민족주의 시각을 중심으로

위민성 ( Wie Min-sung ),우버들 ( Woo Beo-dle ),신창호 ( Shin Chang-ho ) 한국교육철학회 2016 교육철학 Vol.60 No.-

In this research we analyze Sun Wen’s revolution education from the perspective of chinese nationalism. Sun Wen instigated the revolution of 1911 and established the first Chinese republican government; his “three people’s principles” played an important role in modern Chinese politics. Sun Wen tried to remind the people and make them conscious of their sovereignty through education. Critical of then-the feudalistic education, Sun Wen incorporated Western-modern education in to his philosophy of education, which then provided theoretical framework of the Chinese revolution. At the core of it was the so-called “advanced education”, based on Chinese nationalism, which encourages people to fight for independence as well as national prosperity and defense. The advanced education consisted of “proclaim education” and “constructive education”. The proclaim education was a means of disseminating revolutionary ideas through an armed struggle against Ching dynasty; the goal was to encourage people to participate actively. Constructive education could be divided into two periods, namely the period of pre-republic of China and post-republic of China; the aim and process of education in the former period was to “wipe out” the Manchu people of the Qing dynasty while in the latter, to build a country predicated on Chinese nationalism, which was hostile towards the Qing dynasty and any other thoughts that do not accord with it. The main purpose of revolution education was to inspire Sinocentrism and to solidify the country of the Chinese people. Ultimately, Sun Wen’s philosophy of revolution education provided foundation for the construction of a country of the Chinese people in which inspirational writing for the welfare of the people, loyalty to country, and public service are realized.

청년들을 위한 체계적인 교육목회 연구

김성중 한세대학교 영산신학연구소 2018 영산신학저널 Vol.0 No.44

The crisis of Korean churches is because the number of young people in the church has fallen sharply. In spite of the fact that the number of young people is rapidly falling, Korean churches are not interested in ministry for young people. Young people are not treated as adults in the church. Not only that, but they are not treated as children who need care. Despite the changing times, still young people are regarded as workers in the church, and they are doing a lot of service work in the church. Korean society is a society where young people are hard to live in. If one passes a university entrance exam and becomes a college student, one should put one’s whole efforts into preparing for employment. After getting a job with difficulty, one should work and work, reading one’s countenance of the boss. There are a lot of young people who have abandoned marriage because the cost of marriage is so high. In this situation, Korean churches should do ministry for young people. More specifically, education ministry for young people should be implemented in Korean churches. Because young people are still in need of education that is appropriate for them to learn. The education ministry is that education and ministry are not separated, but education is done in all areas of ministry. In this paper, I have studied systematic education ministry for young people with the theory of education ministry. I looked at the five areas of education ministry: “Kerygma,” “Leitourgia,” “Didache,” “Koinonia,” and “Diakonia.” I am confident that I can make a small contribution to the study in regard of the ministry for young people in Korean churches because the theory and practice of this paper can be applied directly to the ministry for young people in Korean churches. 요즘 한국교회가 위기라고 말한다. 한국교회의 위기는 교회 안에 청년층의 숫자 가 급감하였기 때문이다. 청년들의 숫자가 급감하는 현실 속에서도 한국교회는 청 년들을 위한 목회에 관심을 두지 않는다. 청년들은 교회 안에서 어른으로 대접받 지 못한다. 그렇다고 돌봄이 필요한 아이로 생각하지도 않는다. 시대가 변화되었음 에도 불구하고 여전히 청년들은 교회에서 봉사해야 하는 존재로 여겨지며, 교회 안 에 여러 봉사의 수고를 감당하고 있다. 한국 사회는 청년들이 살기에 힘든 사회이 다. 치열한 대학 입시를 치루고 대학생이 되는 관문을 통과하면, 이내 취업을 위한 준비에 온 힘을 쏟아야 한다. 어렵게 취업에 성공하면 말단 사원으로 이 눈치, 저 눈 치 다 보면서 일하고 또 일해야 한다. 결혼 비용이 너무 많이 들기 때문에 결혼을 포 기한 청년들도 제법 많이 있다. 이러한 상황 속에서 한국교회는 청년들에게 더 많 은 관심과 사랑을 쏟아야 한다. 그리고 청년들을 위한 목회를 해야 한다. 조금 더 구체적으로 청년들을 위한 교육목회를 감당해야 한다. 왜냐하면 청년들은 아직 배 워야 하는, 청년들에게 적합한 교육이 필요한 존재이다. 일반목회에서는 교육이 목 회의 한 영역으로 이해되어지나, 교육목회에서는 교육과 목회가 분리되지 않고, 목회의 전 영역에서 교육이 이루어지는 것이다. 본 논문에서는 교육목회의 이론을 가 지고 청년들을 위한 체계적인 교육목회를 연구했다. 교육목회의 5가지 영역인 “케 리그마,” “레이투르기아,” “디다케,” “코이노니아,” “디아코니아”를 살펴보고 각 영 역에 맞는 청년들을 위한 교육목회의 실제를 제시하였다. 본 논문은 한국교회 청년 부에 직접 적용해서 시행할 수 있는 것이기 때문에 한국교회 청년목회 연구에 작게 나마 공헌을 할 수 있다고 확신한다.

Integrated Structuring System of Lifelong Education Based on Higher Education for the Independent Life of People with Developmental Disabilities in Connection with the Perspective of the Field of Special Education in School Age: Foundation of the Vision

김영준(Kim Youngjun) 한국문화융합학회 2021 문화와 융합 Vol.43 No.12

본 연구는 학령기 특수교육 분야 관점과 연계한 발달장애인의 독립생활을 위한 고등교육 기반 평생교육 통합 구조화체계를 탐색하는 데 목적을 두었다. 발달장애인의 독립생활은 학령기 특수교육의 기본교육과정 및 종합적 성과를 심화연계한 성인계속교육의 지원체제로 지속 관리되어야 한다는 필요성에 의하여 장기적 안정성 차원의 고등교육 기반의 평생교육 통합 구조화 관점이 강조되었다. 또한, 발달장애인의 독립생활은 전 생애 주기 차원에서 학습 관리되기 위하여 고등교육과 평생교육의 관계 정립이 고려되어야 한다는 관점도 반영되었다. 연구 내용은 문헌 분석을 통한 소고 형식으로기술하였으며, 이와 연계하여 거점 대학의 샘플 차원에서 대구대학교 K-PACE 센터의 사례를 반영하였다. 발달장애인의독립생활을 위한 고등교육 기반의 평생교육 통합 구조화는 학령기 중심 특수교육 분야의 융합적 기여 및 활용, 고등교육과 평생교육의 접점 마련을 위한 조건과 로드맵, 지역 장애인평생교육 유관기관 간 통합 구조화 추진의 방략으로 고찰되었다. 이상의 결과를 통해, 결론은 거점 대학의 샘플로서 대구대학교를 조망하여 발달장애인의 평생교육 지원체제가 고등교육 맥락과 구조적으로 연계되어 안정화될 수 있는 방안이 제시되었다. The purpose of this study is to explore the integrated structuring system for lifelong education based on higher education for the independent life of people with developmental disabilities in connection with the perspective of the field of special education in school age. Based on the need to continue to manage the independent life of people with developmental disabilities as a support system for adult continuing education that deeply links the basic curriculum and comprehensive performance of special education in school age, the perspective of integrated structuring of lifelong education based on higher education with long-term stability was emphasized. In order for the independent life of a people with developmental disabilities to be learned and managed at the level of the entire life cycle, it was considered that the relationship between higher education and lifelong education should be considered. Through literature analysis, the research contents were described in the form of a review, and in connection with this, the case of Daegu University was reflected at the sample level of the base university. For the integrated structure of lifelong education based on higher education for the independent life of people with developmental disabilities, this study examined the converging contribution and utilization of special education field, conditions and roadmap for establishing contact points between higher education and lifelong education, and strategies for promoting the integrated structure among related institutions for lifelong education for the disabled in the region. Through the above results, Daegu University was viewed as a sample of the base university, suggesting a way to stabilize the lifelong education support system for people with developmental disabilities structurally linked to the context of higher education.