HAPNB (사람-동물-식물-자연 연합) 교육의 함의

손장호(Son, Jang Ho) 행복한부자학회 2021 행복한부자연구 Vol.10 No.1

본 논문의 목적은 행복한 아동을 만드는 교육 방법의 일환으로, 사람과 동·식물 및 자연과 관계 형성의 의미와 발전 방향에 대해서 탐구한다. 사람-동·식물-자연의 결합이라는 큰 틀을 형성하는 교육이라는 개념으로 HAPNB (Human-Animal-Plant-Nature Bond,)교육이라고 명명하고, HAPNB 교육이 가지는 교육적 의미의 소개와 함께 HAPNB 교육이 아동의 뇌의 발달에 긍정적인 영향을 미쳐서 행복한 아동을 만드는데 도움이 될 수 있다는 것을 제시하였다. 뿐만 아니라 사람과 동·식물의 적절한 상호작용을 이용한 교육 방법은 아동들의 인성교육의 한 방법으로 활용된다. 사람과 동·식물의 지혜로운 연합 방법에 근거한 교육은 지금 시대에 강조하는 지속가능발전교육의 하나로 이해할 수 있다. HAPNB 교육의 성공적인 정착을 위해서는 이하의 3가지가 고려되어야 할 것이다. 첫째, HAPNB 교육의 정확한 개념 이해가 선행되어야 한다. 둘째, HAPNB 교육은 아동들의 사회성 증대에 효과적인 교육 방법의 하나가 될 수 있다. 셋째, HAPNB 교육의 정착을 위해서는 다학제간의 협업이 요구된다고 할 수 있을 것이다. HAPNB 교육의 활용으로 기대되는 교육적 효과는, ①생명체에 대한 책임 의식 회복. ②지속가능발전에 근거한 생물다양성교육, ③ 생명존중에 근거한 생명 감수성 교육, ④ 생명존중 교육 내실화에 기여 및 ⑤ 평생교육의 가치 증대 등을 제시할 수 있다. 결론적으로 사람과 동식물의 관계형성과정에서 자연을 고려하는 방법을 동시에 포함하는 HAPNB 교육은 21세기 매우 중요한 교육 방법으로 자리매김 할 것으로 기대된다. The purpose of this study is to explore the meaning and direction of development of relationships with people, animals and plants, and nature as an educational method to make happy children. It is called HAPNB (Human-Animal-Plant-Nature Bond) education as the concept of education that forms a big frame of combining people-animal-plants-nature. And through the analysis of the educational features of HAPNB education, it is suggested that HAPNB education can help to make happy children by positively affecting the brain development of children. In addition, the educational method using the appropriate interaction between humans and animals and plants is used as a method of character education for children. Education based on the wise association of people, animals and plants can be understood as one of the sustainable development education emphasized in the present age. For successful settlement of HAPNB education, the following three factors should be considered. First, an accurate understanding of the concept of HAPNB education should be preceded. Second, HAPNB education can be one of the effective educational methods to increase childrens social skills. Third, it can be said that multidisciplinary collaboration is necessary for the establishment of HAPNB education. Expected Educational Effects of HAPNB education, ① Realization of responsibility for life. ② Biodiversity education based on sustainable development, ③ Life-sensitivity education based on respect for life and ④ Contribute to the enrichment of education on the respect for life and ⑤ Increasing the value of lifelong learning. etc. are the proposed effects. In conclusion, HAPNB education, which includes ways to consider nature in the process of forming relationships between people and plants and animals, is very important in the 21st century.

HAPNB (Human Animal Plant Nature Bond)에 근거한 동물매개교육 프로그램 개발 및 가치 연구: 행복한 아동을 위한 교과연계 동물매개교육

손장호 행복한부자학회 2024 행복한부자연구 Vol.13 No.2

본 연구는 HAPNB (Human Animal Plant Nature Bond) 개념을 바탕으로 아동의 행복을 증진하기 위한 동물매개교육 프로그램을 개발하고 효과를 제시하는 것을 목적으로 한다. 먼저, 초등학교 교육과정에 적용할 수 있는 프로그램을 설계하기 위해 최근 20년간 발표된 동물매개교육 관련 학위논문 40편을 분석했다. 이 중 초등학생 대상 프로그램이 50%로 가장 많았고, 유아 대상이 22.5%, 중·고등학생 대상이 15.0%로 나타났다. 성인 대상 연구도 12.5%로 확인되었다. 프로그램은 평균 12차시로 구성되었으며, 활용된 동물은 주로 개로 82.5%를 차지하였다. 또한, 최근 10년내에 발표된 연구가 80.0%에 달해 동물매개교육에 관한 관심이 꾸준히 높아지고 있음을 보여주었다. 본 연구에서 개발된 ‘행복한 아동을 위한 교과연계 동물매개교육’ 프로그램은 초등학교 현장에서 쉽게 활용할 수 있도록 도입(기초이해 단계), 전개(공감 형성 단계), 마무리(실천 단계) 단계로 구성하였다. 도입 단계에서는 인간과 동물의 관계 및 윤리적 이슈를, 전개 단계에서는 동물과의 공감을, 마무리 단계에서는 동물 보호 활동을 포함하여 아동의 인지적, 정서적, 신체적, 사회적 발달을 지원하고 학습 동기를 높이도록 설계하였다. This study aims to develop an Animal-Assisted Education (AAE) program based on the concept of HAPNB (Human Animal Plant Nature Bond) to enhance children’s happiness and to examine its educational impact. To design a program applicable to the elementary school curriculum, 40 theses on AAE published in the past 20 years were analyzed. Among these, programs targeting elementary school students were the most common at 50%, followed by those for preschool children (22.5%) and middle/high school students (15.0%). Studies targeting adults were also identified, accounting for 12.5% of the total. The programs averaged 12 sessions in length, and dogs were the primary animals used in 82.5% of cases. Furthermore, 80.0% of the studies were published within the past 10 years, indicating a growing interest in animal-assisted education. The program in this study, titled "Curriculum-Linked Animal-Assisted Education for Happy Children," is structured in three phases, Introduction (Basic understanding), Development (Empathy formation), and Conclusion (Practice), to be easily implemented in elementary school settings. In the Introduction phase, students explore the relationship between humans and animals as well as ethical issues. The Development phase encourages empathy with animals, while the Conclusion phase includes animal protection activities. This program is designed to support children’s cognitive, emotional, physical, and social development, ultimately enhancing learning motivation and educational quality.

HAPNB 교육에 기초한 초등학교 원예치료 교육프로그램 개발 및 가치

손장호 대구교육대학교 초등교육연구소 2024 초등교육연구논총 Vol.40 No.1

The goal of this study is to design a horticultural therapy education program for happy education in elementary schools. The horticultural therapy education program is basically based on the theory of HAPNB education and was designed to be a capacity building program for creativity, consideration, communication, and convergence. The horticultural therapy education program consisted of a total of 10 sessions divided into introduction, development, and conclusion. In detail, a total of 40 activities were presented, 4 for each period, so that students could select and engage in activities according to the school situation or student's conditions. The educational values that can be gained by applying the horticultural therapy education program are as follows. First, it is horticultural therapy from a creative perspective. A creative perspective is effective in cultivating creative personality as it is linked to knowledge information processing and creative thinking capabilities. This improves problem-solving skills and helps build a positive self-esteem. Second, it is horticultural therapy from the perspective of consideration. Consideration is linked to aesthetic sensitivity and self-management capabilities. It is recognized that it has a positive effect on forming interpersonal relationships by improving intimacy, interpersonal skills, and emotional environmental awareness. Third, it is horticultural therapy from the perspective of communication. Communication is linked to community and communication competence. This program is used as a medium for communication and improves family adaptability through improved resilience among families. Fourth, horticultural therapy from the perspective of convergence. Convergence is linked to self-management capabilities. This programs can increase We-ness by activating positive exchanges among members. In addition, the sense of community can be increased by improving social maturity among members.