기존의 어린이 철학 텍스트 분석과 이에 따른 효과적인 텍스트 개발을 위한 철학적 기반 모색 -어린이철학교육 교재와 립맨의 철학동화 분석을 중심으로

임윤정 ( Im Yoon-jeong ) 한국동서철학회 2017 동서철학연구 Vol.0 No.85

s philosophy education. To address the goal, this author attempted to analyze existing text for children`s philosophy education. This study defines the extension of text for children`s philosophy education as textbooks used in children`s philosophy education institutions and children`s books, including children`s books of philosophy. This author is planning to organize two or more theses with the results gained here. This study first deals with an analysis on textbooks used in children`s philosophy education institutions and Lipman`s traditional children`s books of philosophy. The two have both been influenced by Lipman who is at the forefront of children`s philosophy education. The traditional children`s books of philosophy specifically dealt with here in this study were planned and created by Lipman who rejected using children`s literature as material for philosophy class. This author selected several varieties of textbooks used in children`s philosophy education institutions and analyzed them precisely through Lipman`s five steps of community activity for philosophical exploration. Although the five steps sometimes overlapped or were omitted according to the characteristics of textbook organization or of topics for philosophy education, most of the textbooks satisfy Lipman`s five steps adequately. Through the evaluation, this researcher has learned that Lipman`s children`s books raise either logical or linguistic questions to children and work as appropriate material of philosophy in performing community activity for philosophical exploration; however, they fail to keep children interested or full of the spirit of challenge and also lack literary elements. This author thinks that the way to eliminate these weaknesses is to use Matthews` method. Concerning Matthews` method, this researcher plans to conduct follow-up research by considering if general children`s books or episodes can be applied as text for philosophy education, and if that is possible, which methods may prove to be effective.

방정환의 아동예술교육의 내용과 교육적 의의

이정아 ( Lee¸ Jung Ah ) 한국교육사학회 2021 한국교육사학 Vol.43 No.3

This paper is an article on a study on Bang JungHwan’s Children's Art Education and its educational implications. The Children's Art Education demanded the liberation of children and pursued the free and natural expression of emotion. He played an important role in the movement for modernization in culture as well as in literature. For example, he played an active role as a correspondent of Gyaebyeok_(개벽) to Tokyo from 1920 to 1923. This was an important literary magazine of Cheondogyo. Historically, new education (in Europe) or progressive education (in the US) became a trend in the early twentieth century. In Japan, new ideas on education and the “child” were introduced beginning in the early twentieth century by reformers. From 1921 to 1922, Bang audited classes at Toyo Univesity(東洋大學) in Tokyo(東京). Toyo University had just opened the department of cultural studies. At that time, Taisho liberal education was popular in Japan. Taisho liberal education emphasized art for art’s sake. So, the artistic tastes of children were important. Thus, Bang felt that he could learn children’s psychology and children’s literature by studying in the department of cultural studies. During the two years, he was at Toyo University(1921-1922) and he met a few Korean students who studied in Tokyo. As these Korean students gathered, he was able to organize SaekDongHoi(색동회)_(1923), which was the first group to study children. New ideas were introduced and practiced by members of ‘Saekdonghoi’ in Colonial Korea(1910-1045). This organization was the basis for the publishing of EORINI(어린이)_(1923). By publishing the children’s magazine EORINI_(어린이), Bang could contribute to children’s literature and songs, arts, and story-telling. This is what essentially completed the comprehensive style of artistic movement magazine of the Taisho Period which is centered on Douwa(童話), Douyo(童謠), writing, children’s poems, and “Free Drawing” Movement of Yamamoto Kanae. Bang studied the art magazines of the Taisho Period and utilized his knowledge of them to good effect. When he edited and managed EORINI_(어린이), he made the cross-cultural relationship between EORINI_(어린이) and Kinnohune. Bang acquired artistic compositions for his free drawing section by actively promoting the Children's Art Education through EORINI_(어린이). Bang’s A Gift of Love (Salanguiseonmul) was a work that introduced foreign fairy tales tailored to Korean tastes through translation and adaptation. Recruitment for “Free Drawing(자 유화)” was conducted through the magazine itself. Bang’s thoughts on children emphasized not only an intellectual education but also a well-rounded character education. The Korean songs’ movement for children was good for the recovery of our original energy(元氣). Furthermore, Bang’s Children's Art Education emphasized on an independent life of children.

자녀교육에 관한 부부갈등 지각 척도 개발

강옥련,허철수,박태수,김성봉 한국상담학회 2013 상담학연구 Vol.14 No.5

The purpose of this study is to define the construct factors of inter-parental conflict over children's education, to develop and verify the perception scale of inter-parental conflict over children's education. For these purposes, 41 conflicts which might caused inter-parental conflict over children's education were extracted through reviewing literatures and 2 dimensions of the perception scale of inter-parental conflict over children's education were supposed according to the subject matter and types of expression of conflict. Based on the experimental data over national parents, 146 items were developed and preliminary 2 items were confirmed after experts' reviewing contents, professional content validity verification, pretesting over parents. After 82 items analysis, through the factor analysis, 4 factors - ‘method of children's education’, ‘contents of children's education’, ‘cooperative children's education’, ‘support act for private education’, 44 items were selected. Finally, through confirmatory factor analysis, the perception scale of inter-parental conflict over children's education - 4 factors 28 items 5-point likert scale - was developed. The total reliability of the perception scale of inter-parental conflict over children's education revealed .96, and by each factor revealed its high internal consistency, ‘method of children's education’ .94, ‘contents of children's education’ .88, ‘cooperative children's education’ .89. ‘support act for private education’ .86. For proving the validity of the scale of the perception scale of inter-parental conflict over children's education, construct validity verification and concurrent validity verification were conducted. The 4 factors structure was proved appropriate by confirmatory factor analysis and validated convergent validity, discriminant validity by construct reliability and two standard-error interval estimate. The results of the concurrent validity by examining the correlation between the perception scale of inter-parental conflict over children's education and Conflict Over Child Rearing(CCR), Dissatisfaction With Children(DSC), significant correlations were between them. Finally, we referred the means and limitations of this study, suggested follow-up projects. 본 연구의 목적은 자녀교육에 관한 부부갈등의 구성요인을 밝히고, 자녀교육에 관한 부부갈등 지각 척도를 개발하여 타당성을 검증하는 것이다. 이를 위해 문헌 고찰을 통하여 자녀교육에 관한 부부갈등을 유발한다고 가정되는 41개의 내용들을 추출한 후 자녀교육에 관한 부부갈등을 갈등소재와 표출형태에 따라 자녀행동-부모역할 차원, 사고-정서 차원으로 모형을 구안하였다. 전국 부모들의 경험적 자료를 분석한 결과를 토대로 146개의 최초 문항을 개발하고, 전문가 의견수렴, 내용타당도 검증, 사전검사를 통해 82문항으로 예비문항을 확정한 후 문항분석과 탐색적 요인분석을 통해 자녀교육방식, 자녀교육내용, 협력적자녀교육, 사교육지원행위의 4개 요인을 얻어 총 44문항을 선정하였다. 44문항에 대한 확인적 요인분석을 통해 최종 4요인 28문항 5점 Likert 척도로 구성된 자녀교육에 관한 부부갈등 지각 척도를 개발하였다. 자녀교육에 관한 부부갈등 지각 척도의 전체 신뢰도는 .96으로 나타났으며, 하위요인별로는 자녀교육방식 .94, 자녀교육내용 .88, 협력적자녀교육 .89, 사교육지원행위 .86으로 나타나 내적 일관성이 높음을 확인할 수 있었다. 개발된 자녀교육에 관한 부부갈등 지각 척도의 타당도 분석을 위해 구인타당도와 공인타당도를 검증하였다. 확인적 요인분석 결과 4개의 요인구조가 적합함을 확인하였고, 개념신뢰도값과 표준오차추정구간을 통하여 집중타당성과 판별타당성의 증거를 확보하였다. 한국판 결혼만족도 검사의 하위척도인 자녀양육갈등 척도(CCR: Conflict Over Child Rearing)와 자녀불만족 척도(DSC: Dissatisfaction With Children)와의 상관분석에 의한 공인타당도를 검증한 결과, 자녀교육에 관한 부부갈등 지각 척도와 자녀양육갈등 척도 및 자녀불만족 척도 간에 통계적으로 유의미한 상관을 나타내었다. 마지막으로 본 연구의 의의와 제한점 및 후속연구에 대해 제언하였다.

일제 말기 아동문학교육 연구

박영기 ( Young Gi Park ) 건국대학교 동화와번역연구소 2008 동화와 번역 Vol.15 No.-

The beginning of the education of modern children’s literature in Korea geared into the history of modern primary school education. But the outcomes of Gabo Revolution had been denied in Eulsa Neukyak and Chosun Dynasty had degraded to the colony of Japan only to be the object of the limping colonial education. However, children’s literature education has continuously developed even in the situation that the status of Koreans was replaced by the Japanese language. This study has researched the phases of children’s literature education in the late period of the Japanese colonial rule which especially faced dark age in the midst of the flow of these children’s literature education. In this period, getting rid of the Chosun language education became the basic policies by the Seventh Chosun Education Ordinance that was promulgated on March 3, 1938. The textbooks of this period only maintained the life of children’s poetry education by several poems which were contained in the Japanese textbooks. However, Ahee Saenghwal, Sonyon, and Dong-ah Ilbo did not cease to educate children with poetry. These magazines continued to have interests in educating with poems in the Chosun language which was then being killed, contained the articles on poetry education, especially with many significant writings on the Shijo education. In the education section of children’s stories, they had many children’s stories which were contained in the Japanese book Primary Japanese Reader and forced unconsciousness of the Chosun children because it was filled with the Japanese myths, Folktales and the Japanese heroes. The readers of the magazine were replaced with Shiguk Reader, and as for Ahee Saenghwal, it could be said that it was the only magazine that maintained the life of children’s stories education in this period, even though it had religious contents. When it comes to children’s plays education, there also appeared mostly simple children’s dialogic plays and the plays that were similar to children’s plays in the textbooks. However, the children magazines in this period contained pro-Japanese children’s plays, and the children’s dialogic plays, which gave a clue to the formation of the children’s plays, degraded into stories that introduced ‘funny stories’ to them. The children in those days were put as recipients who had to get benefits from the education policies intended by the Japanese as providers just as it was. But the space of school was a dynamic place where the subjective wills of children called aspiration for the modern education collided together. The newspapers and children magazines complemented the limitations of the textbooks that the Japanese made as part of colonial education and had symbolic status that confronted and carried out a function as ‘civil movements’, not being in despair because of the colonial education policies.

사교육의 실시 현황 및 유아의 불만족도가 유아의 행복감에 미치는 영향

정경자,심성경 한국육아지원학회 2019 육아지원연구 Vol.14 No.4

본 연구는 유아의 사교육의 실시 현황과 사교육에 대한 유아의 불만족도 및 행복감 그리고 그들간의 관계를 살펴보며, 사교육의 실시 현황 및 유아의 불만족도가 그들의 행복감에 미치는 영향을 알아보는 것을 목적으로 하였다. 연구대상은 전북 6개 사립유치원의 5세 유아와 그 어머니 216명이다. 이승미(2015)의 연구에서 사용된 설문지와 면담용 평정척도를 수정·보완하여 유아들의 사교육 실시 현황파악과 불만족도를 측정하였다. 또한 Ivens(2007)의 (SCHI)를 번역·수정하여 유아들의 행복감을 측정하였다. 수집된 데이터를 분석하기 위해 평균, 표준편차, 상관분석, 중다회귀분석을 실시하였다. 연구결과 첫째, 사교육 실시 현황을 보면 대부분의 유아가 방과 후 특별활동 3가지 이외에 주당 3시간 47분 동안 평균 5.01회의 사교육으로 2.4가지의 다른 종류의 사교육을 받았다. 이들은 사교육비로 매달 17만 3440원을 썻다. 또한 사교육에 대한 유아의 불만족도는 중간 정도였으며, 유아의 행복감은 중간 이상으로 평가됐다. 둘째, 사교육 실시 현황과 유아의 불만족도는 상관관계가 없었다. 셋째, 사교육 실시 현황과 유아의 행복감 간에는 부적 상관이 나타나 행복에 부정적인 영향을 미친다는 것을 보여주었다. 이러한 결과는 과도한 사교육은 유아의 삶의 질을 떨어뜨리고 발달에 부정적인 영향을 미칠 수 있음을 시사한다. The purpose of this study was to examine the current state of private education for young children, and the level of children’s dissatisfaction and happiness, as well as the relationships among them. This study also aimed to discover the effects of private education and the level of children’s dissatisfaction on their happiness. The subjects of this study were 216 5-year-old children and their mothers from 6 private kindergartens in Jeollabuk-do. A questionnaire was used to find out current state of children’s privatw education, and the questionnaire and interview rating scales used in Lee (2015)’s study were revised to measure children’s level of dissatisfaction. In addition, Ivens(2007)’s School Children’s Happiness Inventory (SCHI) was translated and revised to measure children’s happiness. Average, standard deviation, correlation analysis, and multiple regression analysis were conducted to analyze the collected data. The results of the study are as follows: First, in terms of children’s private education, the result showed that most of the children received 2.4 different kinds of private education on the average with 5.01 times of private education, for 3 hours and 47 minutes per week, in addition to 3 extracurricular activities. They spent 173,440 won per month for private education. The level of children’s dissatisfaction with private education was in the middle range of the response scale, while children’s happiness was rated above the middle range. Second, there was no significant correlation between the state of private education and the level of children’s dissatisfaction. Third, there was a negative correlation between the state of private education and children’s happiness-which showed that private education had a negative impact on their happiness. These results indicate that excessive private education can reduce the quality of children’s life and have a negative effect on their development.

어린이 관련 문헌 통계분석을 통한 한국 기독교 어린이교육 진단

유선희(Sun-Hee Yoo) 연세대학교 신과대학(연합신학대학원) 2014 신학논단 Vol.77 No.-

This paper is a study that assesses and evaluates the children`s education of the Korean Christian by first collecting and then analyzing children`s literature dating from 1909 to 2012. The collected literature totaled 1754 documents of books(540), thesis and dissertations(877), and academic essays(337) that were then analyzed vertically by their published year and horizontally by subcategories within Christian Education. First, the literature was analyzed by their published decade, then by shift in academic interest and trend in children`s education. Next, the literature was analyzed into subcategories, and then the trend and themes of interest were analyzed. Based on the chronological and sub-categorical analysis, this study examines and evaluates the trend and the problems seen in children`s education of Korean Church. Based on the analysis of the literature on children, the problems in children`s education could be identified to include: imbalance between the fundamental(theory) and the praxis areas, weakening of the educational theology, decrease in the study of inner dimension of children. Based on the following the analysis of the children`s literature, the author proposes that for the next new leap in children`s education, it cannot simply provide solutions for the current issues of the education praxis, but be a holistic faith formation education that changes the life of a child. In order to do this, children`s education must maintain an integrated holistic approach in its overall direction. This paper is a study that assesses and evaluates the children`s education of the Korean Christian by first collecting and then analyzing children`s literature dating from 1909 to 2012. The collected literature totaled 1754 documents of books(540), thesis and dissertations(877), and academic essays(337) that were then analyzed vertically by their published year and horizontally by subcategories within Christian Education. First, the literature was analyzed by their published decade, then by shift in academic interest and trend in children`s education. Next, the literature was analyzed into subcategories, and then the trend and themes of interest were analyzed. Based on the chronological and sub-categorical analysis, this study examines and evaluates the trend and the problems seen in children`s education of Korean Church. Based on the analysis of the literature on children, the problems in children`s education could be identified to include: imbalance between the fundamental(theory) and the praxis areas, weakening of the educational theology, decrease in the study of inner dimension of children. Based on the following the analysis of the children`s literature, the author proposes that for the next new leap in children`s education, it cannot simply provide solutions for the current issues of the education praxis, but be a holistic faith formation education that changes the life of a child. In order to do this, children`s education must maintain an integrated holistic approach in its overall direction.

어린이급식관리지원센터와 보육시설의 유아 당류 섭취 줄이기 영양교육 실태 및 요구도

김미현,연지영,김남희 한국식품영양학회 2017 한국식품영양학회지 Vol.30 No.3

This study investigated the current status and needs for nutrition education to help reduce children’s sugars intake at the Center for Children’s Foodservice Management (CCFM, n=115), and Child Care Facilities (CCF, n=646) through an online survey conducted from October 5th to 30th 2015. A total of 14.8% of CCFM respondents and 31.9% of CCF respondents provided nutrition education on sugars intake to young children as a main topic (p<0.001). A higher percentage (CCFM 47.8%: CCF 42.4%) delivered nutrition education on sugars intake to young children as a sub-component (p<0.001). Over 90% of the CCFM and CCF participants agreed on the necessity of providing nutrition education on sugars intake to children. The most common reasons given for delivering nutrition education on children's sugar intake were “there are many more urgent nutrition education topics” for CCFM, and “insufficient nutrition education information and materials” for CCF. The percentage of nutrition education on children’s sugar intake provided to the children’s parents was low showing about 20% in the both groups. The percentage of CCFM participants providing nutrition, education on children’s sugar intake to the teachers in CCF was also low, showing about 14.8%; however, 68.0% of the CCF participants wanted to received teacher's education on guiding children’s sugar intake. Regarding ideas about a nutrition education program on children’s sugar intake for young children, most respondents in both groups answered “sugar intake and dental cavities or obesity” for appropriate education contents, “story telling or puppet show” for appropriate education methods, and “dietitian from CCFM and class teacher together” for appropriate educator. For appropriate education time, there was a significantl difference between the CCFM responses (average 2.7 times) and the CCF responses (average 4 times). Based on the above results, we found that implementing nutrition education on children's sugar intake at the CCFM and CCF, was low; however, awareness of the need for nutrition education on children’s sugar intake and the program development and supply was very high. Also, the opinions of CCFM and CCF participants about a nutrition education program on children’s sugar intake for young children can provide foundation data to develop and implement the CCFM-based nutrition education program.

표준보육과정과 2007년 개정유치원교육과정에 반영된 유아문학교육의 의미 분석

임영심 ( Young Sim Lim ) 한국어린이문학교육학회 2009 어린이문학교육연구 Vol.10 No.2

본 연구는 국가수준 유아교육과정의 성격, 목표, 내용에 유아문학교육이 어떻게 반영되어 있는지를 분석해봄으로써 유아문학교육에 대한 교육적 시사점을 얻고자 하였다. 분석대상은 국가수준의 유아교육과정인 표준보육과정(2005, 여성부)과 2007년 개정유치원교육과정(2008, 교육과학기술부) 및 유치원교육과정해설III(2008)로 하였으며, 분석의 범위는 표준보육과정의 의사소통영역, 예술경험영역과 2007년 개정유치원교육과정의 언어생활영역과 표현생활영역의 성격, 목표, 내용으로 하였다. 분석의 결과, 첫째, 현재 표준보육과정의 의사소통영역, 유치원교육과정의 언어생활의 성격, 목표, 내용에 반영되어 있는 유아문학교육은 유아언어교육의 목적을 달성하기 위한 수단으로서의 기능은 충분할지 모르지만 유아문학교육의 본질적 목표를 달성하기엔 미흡하며 문학 예술적 기능을 소홀히 다루게 될 우려가 있는 것으로 나타났다. 둘째, 유아교육과정의 성격, 목표, 내용에 반영된 유아문학교육은 아동중심교육철학을 실천하기 위한 좋은 자원이 될 수 있음을 내포하고 있었으며, 표준보육과정의 의사소통영역과 유치원교육과정의 언어생활을 지원하는 좋은 자원이 될 수 있음을 강조하고 있었다. 셋째, 1969년 1차 유치원교육과정의 탄생 이후 최초로 유아교육과정내용에 ‘문학’의 용어가 사용된 것으로 나타났다. 이는 유아교육과정 내에서 유아문학교육의 중요성을 강조하고 유아문학의 의미해석을 시도하는 단초를 마련하였다는 점에서 고무적이라 할 수 있을 것이다. 그러나 유아교사가 유아문학교육의 본질적 목표와 내용을 통합 운영할 수 있도록 돕기 위해 유아교육과정은 의사소통영역 및 언어생활과 예술경험영역 및 표현생활이 유기적이고도 통합적으로 연결되도록 재정립하여 유아들의 문학교육활동이 문학예술활동이면서 동시에 언어 예술활동으로 발현될 수 있도록 도와야 할 것이다. Young children`s literature could present a direction for a reconstruction of aesthetic appreciational experiences on a basis of literate imagination rather than a simple delivery of their meaning. The purpose of this study is to get some educational suggestions by analyzing how young children`s literature education is reflected on the characteristics, goals and contents of Standard Educare Curriculum, Kindergarten Curriculum as a national level curriculum. The objects of analysis are Standard Educare Curriculum(2005, Ministry of Gender Equality), An Introduction of Kindergarten Curriculum revised in 2007 (2008, Ministry of Education, Science and Technology) and The Commentary of Kindergarten Curriculum III (2008). The category of analysis is including a field of communication and art experience of Standard Educare Curriculum, as much as the characteristics, goals and contents of a field of linguistic life and expressional life of Kindergarten Curriculum. The Results of analysis are as follows: First, a field of communication of Standard Educare Curriculum and young children`s literature education reflected on the characteristics, goals and contents of linguistic life might be a sufficient function of reaching a goal of young children`s linguistic education. But they are insufficient for achieving a essential goal of young children`s literature education and literal artistic function is thought to be worried over neglecting its value. Second, young children`s literature education may be an excellent resources to practice a child-focusing education philosophy and is emphasizing to support a field of communication of Standard Educare Curriculum and a linguistic life of Kindergarten Curriculum. Third, the term of "Literature" is used first on young children`s curriculum after the born of first Young Children`s Curriculum in 1969. It is seems to be encouraging to make an implication of analyzing a meaning of young children`s literature education in young children`s education. Young children`s education should be clearly established for connecting a field of communication with that of art experience systematically and coordinately. It will be so useful for teachers to coordinate an essential goals and contents of young children`s literature education. The activities of young children`s literature education should be manifested and enjoyed as both literal artistic and linguistic artistic activities.

STEAM 교육을 활용한 주제 중심 동시 교육 사례 연구

김영아 ( Young Ah Kim ) 한국문학교육학회 2014 문학교육학 Vol.44 No.-

Amid the Smart, Convergence Era, STEAM education has been sensational in the education circles. Thus, this study explores methods of developing students’ magination through convergence education based on children’s poems. In particular, this study has the following objectives:exploring children’s poem-based STEAM education method for elementary school students; analysing the status of the education to establish implications; discussing the ideal direction on children’s poem-based convergence education. So far, children’s poem education has become a major part of children’s literature. Although the education has been conducted widely, there are very few studies on children’s songs and poems. However, it is essential to explore teaching methods to develop imagination, which is the most critical in poetry education. Nevertheless, there are not many studies on children’s poems and developing imagination from the learner’s standpoint. This study was carried out under the premise that convergence education is essential to the holistic growth of students, as well as meeting the educational needs and policies of the era. This study is intended to discuss ways to develop students’ imagination through convergence education based on children’s poems. Prior to exploring the past discussions on convergence education, the necessity and potential of ‘convergence approach to poetry education’ were explored through the following: “Your Verse,” an iPad Air TV commercial narrated by ‘teacher Keating’ from the film ‘Dead Poets Society,’ overlapped with the movie. It is necessary to explore ideal directions on developing literature education including children’s poetry education by discussing the actual education practices from quality standpoint. Thus, the following two cases of children’s poem-based STEAM education are introduced in terms of its planning and execution to establish implications (① Climbing the Leech Mountain ② Making a star sign story of my family). The findings are as follows. First, convergence education facilitated the linkage to diverse life experiences. Also, the education provided literary inspirations for children. Thus, the education was effective in developing the creative expressiveness of children. In addition, the young learners get to experience of ‘joy’ of life and literature through a series of processes. Second, children’s poetry education had the potential to be linked to ‘creative experience activities’ of students aimed developing their key competencies including creativity and character. ‘Key competencies,’ a major topic for recent education discussion, are not developed through a single class or project. Also, it is not possible to develop all competencies simultaneously. However, convergence education can be highly useful if proper topics are selected with focus on ‘key competencies’ to be developed and reorganizing the curriculum into integrated learning. It is a crucial step for children’s poetry education and can be significantly meaningful. Korean language education has often been integrated with other subjects such as social studies, ethics, music, and art. However, linkage to science has been fairly rare. Therefore, STEAM education should be utilized to link Korean language education to science education, although STEAM education was created by social and political demands. Meanwhile, some people are concerned that STEAM education may manipulate Korean education to be used as a tool for science education, since STEAM is aimed at boosting the interest in science and technology. However, STEAM is not the only part of convergence education. It can facilitate diverse integrated learning through multiple subjects to enhance the key competencies of students. Therefore, convergence education providers should steer away from the belief that there is one course that outweighs all others. Also, educators should perceive the learning process of students more importantly for boosting their key competencies. When Korean language education plays its fundamental role of facilitating the learning of other subjects, the education can be improved in terms of quality and quantity. Besides science, STEAM education is highly beneficial to integrating other subjects. Therefore, the following are suggested to provide better convergence education. First, diverse methods to integrate multiple subjects should be explored for better education. Second, Korean language education should actively respond to the diverse social changes and educational needs. Third, Korean language education should serve as a liaison among multiple subjects to provide holistic experience and enhance key competencies. Based on those suggestions, Korean education should be improved on an ongoing basis by setting ideal directions and conducting a field study at schools.

감각, 예전, 이야기가 어린이영성과 만날 때

양금희 한국기독교교육학회 2023 기독교교육논총 Vol.- No.76

연구 목적 : 이 논문은 소위 학교식 모델의 대안으로 부상하는 어린이영성교육의 특성과 방향성을 고찰함으로써, 기독교아동교육이 현재의 교회학교식 패러다임을 극복할 수 있는 대안적 가능성에 대한 통찰을 얻는 것을 목적으로 한다. 연구 내용 및 방법 : 본고는 두 부분으로 이루어지는데, 어린이영성교육의 특성과 그 특성을 구체화할 수 있는 방법들의 모색이 그것이다. 첫째, 어린이 영성교육은 어린이를 ‘영적 존재’로 보는 어린이영성 연구에 기반하여 어린이의 영성을 형성하는 것에 목표를 둔 “형성적” 모델이다. 이 모델은 특별히 ‘경험’, ‘하나님만남’, 그리고 ‘몰입’이라는 세 가지의 핵심 지향점을 갖는다. 즉 어린이영성교육은 ‘지식보다는 경험’을 추구하며, 하나님에 대해 3인칭적 지식을 가르치기보다는 2인칭으로 하나님을 만나는 경험을 추구하고, 그 무엇보다 몰입이라는 영성적 순간을 중시하는 교육이다. 둘째, 본고는 그러한 세 가지의 핵심 지향점들이 구현될 수 있는 구체적 통로와 방법들을 모색하였는바, ‘감각’, ‘예전’, 그리고 ‘이야기’가 그것이라는 것을 발견하였다. 감각은 경험을 불러일으키는 통로가 되며, 예전은 ‘하나님만남’의 자리가 되고, ‘이야기’는 ’몰입‘에의 핵심적 통로가 된다. 그리고 그 셋은 서로 유기적으로 결합될 때 어린이영성교육이 추구하는 지향점들을 통전적으로 수렴할 수 있다. 결론 및 제언 : 이상의 고찰을 통해 본고는 어린이영성교육 안에서 어린이 이해로부터 교육의 방법에 이르기까지 교육의 핵심가치와 방향성이 수미일관하게 유지되고 있는 것을 발견하였다. 그리고 이러한 발견으로부터 ‘무엇을 가르칠 것인가’보다는 ‘무엇을 경험하게 할 것인가’, ‘가르침’보다는 ‘예전’, ‘설명’보다는 ‘이야기’, 그리고 ‘추상적’ 지식보다는 ‘감각적’ 경험을 중시하는 방향성은 단지 어린이영성교육에게만이 아니라 전인적 신앙교육을 지향하는 모든 이들이 공유해야할 기독교아동교육의 방향이라는 통찰을 얻는다. Purpose of study: The purpose of this paper is to gain insight into the alternative possibility of Christian children's education overcoming the current church school paradigm namely so-called schooling system by examining the characteristics and direction of children's spiritual education. Research content and method: This paper is a review of the characteristics of children's spiritual education and ways to embody those characteristics. Therefore, it consists of two parts: the characteristics of children's spiritual education and the search for ways to embody those characteristics. First, children’s spiritual education is a “formative” model that aims to form children’s spirituality based on children’s spirituality research that views children as ‘spiritual beings.’ This model specifically has three core orientations: ‘experience’, ‘meeting God’, and ‘immersion’. In other words, children's spiritual education pursues 'experience rather than knowledge', pursues the experience of meeting God in the second person rather than teaching third-person knowledge about God, and values ​​the spiritual moment of immersion more than anything else. Second, it searched for specific ways and methods through which those three core goals could be implemented, and found that they were ‘sense,’ ‘liturgy,’ and ‘story.’ The sense becomes a path that evokes experience, the liturgy becomes a place for ‘meeting God,’ and ‘story’ becomes a key path to ‘immersion.’ And when the three are organically combined with each other, the goals pursued by children's spiritual education can be holistically converged. Conclusions and Suggestions: Through these considerations, it found that the core values ​​and direction of education are consistently maintained in children's spiritual education, from children's understanding to education methods. It also figured out that the direction should be shared not only by children‘s spiritual education but also by all who pursue holistic faith education: 'what to experience' rather than 'what to teach', 'liturgy' rather than 'teaching', 'story' rather than 'explanation', and 'sensory' experiences rather than 'abstract' knowledge.