대상관계 이론적 관점에서 재구성한 기독교 신앙교육 목표

김선아(Sun-A Kim) 한국기독교교육정보학회 2008 기독교교육정보 Vol.20 No.-

This article attempts to reconstruct objectives of Christian faith education in the light of object relations theory. It is primarily based upon the idea that object relations theory can offer some crucial perspectives of relation models on the relation-oriented Christian faith education. Object relation models point out how past interpersonal relationships shape in the present. Just as object relations theory serves for reflecting upon the inner representations of oneself and others that shape relationships. The theory can also illuminate the religious experiences that involve the individual's relationship with the divine object. Object relations theorists (Rizzuto, Meissner, and Clair) put stress on the relationship with parents (especially 'mother') who provide the early basis for the representations of God, because the prevailing characteristics of the divine representations share in those of the parental representations. The understanding of faith of Fowler, Osmer, Groom and Westerhoff offered an idea for shifting Christian faith education as relation-oriented Christian faith education. It led to regard object relations theory as a basis of Christian faith education Before reconstructing objectives of Christian faith education, first, I tried to find out some possibilities of applying object relations theory for Christian faith education. Second, I examined the necessities of the reconstruction of the objectives of Christian faith education in the light of object relations theory. Third, I attempted to reconstruct objectives of Christian faith education based on the relation models according to Sunday School' system. More research on curriculum and method will be required for accomplishing these objectives of Christian faith education effectively. In conclusion, a relation-oriented Christian faith education will help the Christian education learners live as mature Christians who are endowed with self-development and faith development in this complicated society. Therefore, I am of the opinion that it is meaningful to reconstruct the objectives of Christian faith education based on the relation models suggested by object relations theory.

반사물(反事物) 시대 미술교육에 대한 소고

박상돈 한국미술교육학회 2023 美術敎育論叢 Vol.37 No.3

인간의 삶은 사물을 기반으로 이루어진다. 사물은 인식론적으로 경험을 통해서 인간의 의식에 주어진 대상 또는 인식 주체와의 관계에서 본 상태나 현상을 의미한다. 오늘날에는 오랫동안 사물을 기반으로 이어져 오던 인간의 삶이 정보에 기반한 반사물의 세계로 이행되고 있다. 이에 본고에서는 땅의 질서 안에 존재하는 항구적 성질의 대상, 우연적 성질의 현상을 기반으로 하는 사물과 정보와 디지털 세계를 근간으로 하는 반사물에 대한 논의를 바탕으로 사물과 반사물이 공존하는 동시대 미술교육의 이행과 변화에 대해 살펴보았다. 특히 본고에서는 사물을 기반으로 하는 미술교육을 사물 미술교육으로, 반사물을 대상으로 하는 미술교육을 반사물 미술교육이라 칭하고, 반사물 미술교육의 정체성을 확립하기 위해 윤리적 교육의 강화, 문화적 다양성과 사회적 정의에 대한 고려, 신체화의 유지가 필요함을 제안하였다. 이와 같은 논의는 동시대 미술교육의 정체성을 확립하기 위한 것일 뿐 아니라 미래사회에서 미술교육의 정당성을 더욱 확고히 하기 위한 과정이라 할 수 있다. Human life is based on things. Epistemologically, an object refers to a state or phenomenon seen in relation to an object or cognitive subject given to human consciousness through experience. In this way, human life, which had been based on objects for a long time, has transitioned into a world of non-objects based on information. Accordingly, in this paper, we provide contemporary art education where objects and non-objects coexist, based on a discussion of objects and information based on objects of permanent nature and phenomena of accidental nature existing in the order of the earth, and non-objects based on the digital world. We looked at the implementation and changes of. In particular, art education based on objects is called object art education, and art education targeting non-objects is called non-object art education. In order to establish the identity of non-object art education, we call it strengthening ethical education, cultural diversity, and social justice. It was suggested that it is necessary to consider and maintain somatization. This kind of discussion can be said to be a process not only to establish the identity of contemporary art education, but also to further solidify the legitimacy of art education in the future society.

시적 몽상을 중심으로 한 시 읽기 교육 연구

김효정 ( Kim Hyojeong ) 서울대학교 국어교육과 2024 先淸語文 Vol.53 No.-

This study believes that poetry reading education should focus on the imaginative activities of learner who reads poetry qualitatively transforming the empirical properties of an object. As a concept that can explain these, this study introduces the concept of ‘poetic reverie’ and aimed to project poetry reading education focused on ‘poetic reverie’. For this, this study first reviewed discussions about the figurative nature of literary language and ‘misreading’. Through that, this study concluded that valid and creative misreading in poetry reading requires a specific reading model that focuses on learners’ imaginative activities. In this regard, this study pays attention to Gaston Bachelard’s discussion of imagination and conceptualizes ‘reverie’ as ‘an imaginative activity of seeing an object as not fixed in form but as capable of transforming its material and dynamic properties, and qualitatively transforming the object including its surroundings, by giving subjective value to the internal area of the object’. On the other hand, the process of reading poetry can be said to be a process in which the imagination of the poet, which is contained in the text, and of the reader meet each other, influence each other, and produce dynamic meaning. This study considers that the activity of reverie in poetry reading education becomes a valuable literary experience only when it goes through a dialogue with poetry text, and sets the concept of ‘poetic reverie’ as the ability to reverie and make meaning of reverie in a dialogue with poetry text. The structure of poetic reverie was presented as ‘detecting the formal ambiguity of the poetic object based on the formal imagination’, ‘projecting subjective values into the internal area of the poetic object and dynamizing it’, ‘realizing the meaning of reverie through dialogue with poetry text’. The aspects of poetry reading of leaner focused on poetic reverie were categorized as follows by linking the structure of poetic reverie and the analysis of the learner's poetry reception data. First, ‘the associative exploration of the relationship between objects according to the detection of the formal ambiguity of the poetic object’ appeared as ‘detecting the formal ambiguity of the poetic object’, ‘searching for relationship between objects based on formal similarities’, ‘free association of images and composition of meanings’, depending on the presence or absence of formal associations by learners and their level of meaning. Second, ‘the connection between the internal area of the poetic object and the value, and the dynamization of the object’ appeared as ‘the evocation tactile qualities of the object and the association of images’, ‘the metaphorical projection of specific values into the internal area of the object’, and ‘the endowment of dynamic quality to the boundary and the surrounding area of the object’, depending on the learner's level of giving value to the invisible qualities of the object and the internal area of it. Third, ‘the figuration and meaning realization of reverie through dialogue with text’ appeared as ‘the figuration of reverie based on the context of the text’, ‘realizing the meaning of reverie through dialogue with the text’, depending on whether or not there is a process of making meaning with a detailed awareness of the language expression of the entire poem text. This study is meaningful in that it can promote learner-centered imaginative thinking, expand the learners’ involvement in the language of poetry, and enhance their ability to creatively realize the meaning of poetry.

경기도 초등 교사가 인식하는 초등 기술교육의 목표와 내용

이민석,이상봉,장수웅 한국기술교육학회 2001 한국기술교육학회지 Vol.1 No.2

The purpose of this study was to ascertain importance level of objectives and curriculum contents of Technology Education perceived by a elementary teachers in Gyong-gi Province. The study being executed as a survey, the questionnaire were sent to elementary teachers in Gyong-gi Province. It was created using Dillman's TDM(Total Design Method) and 5-level Likert scale. There were total 23 questions in it: 12 questions were on objectives of Technology Education and 11 on curriculum contents. The questionnaire was analyzed at the significance level(p<.05). And the results of the statistical analysis were as follows; 1. Objectives and curriculum contents of Technology Education perceived by elementary teachers in groups.: 1) It didn't show any statistically meaningful difference among teachers who were grouped according to sex and teaching area in the perception of objectives and curriculum contents of Technology Education. 2) But among groups of teaching area it showed statistically meaningful difference in question 5 ‘related knowledge and principle combination’ which was sub-area of Technology Educational objectives. 2. Order of priority of objectives and curriculum contents of Technology Education perceived by teachers in groups.: 1) In the order of importance of Technology Educational objectives, question 1 ‘personal potential’(16.4%), question 7 ‘the attitude of resource application’(16.4%) and question 9 ‘self-discovery and career direction’ took the highest place among the male teachers. And female teachers though question 9 ‘self-discovery and career direction’ as the most important factor. 2) In the order of importance of Technology Educational curriculum contents, question 2 ‘high-level thinking faculty’ took the precedence among both male teachers(26.9%) and female teachers(27.9%). 3) Irrespective of teaching area(City area: 20.1%, Eup/ Myeon area: 20.7%) question 9 ‘self-discovery and career direction’ was perceived as the first place in the order of importance in Technology Educational objectives. 4) In the order of importance in Technology Educational contents question 2 ‘high-level thinking faculty’ took the first place among two groups who were teaching City area(21.7%) and Eup/ Myeon area(30.4%). 3. Correlation of agreements in the Technology Educational objectives and curriculum contents perceived by teachers.: After being analyzed using Pearson's correlation coefficient correlation of agreements between Technology Educational objectives and curriculum contents was found out relatively high(r=.649). To sum up, there was a high correlation of agreements on Technology Educational objectives and curriculum contents among elementary teachers in Gyong-gi Province.

전시연계 교육프로그램의 개발을 위한 학습이론으로서 ‘전시물 기반 학습(Object-based learning)’에 대한 사례연구

강인애,설연경 한국조형교육학회 2009 造形敎育 Vol.0 No.33

This study aimed two things. The first was to examine the theoretical backgrounds of Object-based learning (OBL, hereafter) as a teaching and learning model for museum education. The theoretical backgrounds of the object-based learning are grounded, first, on constructivist epistemology in which individual learner's perspectives and experiences were valued along with contextual learning environments. Followed were the analysis of Inquiry-based learning and flow theory apt for the other theoretical backgrounds of the Object-based learning. The second purpose of this study was to present a case of a museum education program developed and implemented according to the object-based learning. The case study which was conducted for the children of 3-10 years for three months in the Museum of Deoksugung Palace targeted two educational objectives of both ‘learning of the objects' and ‘learning through objects' And the results of the case study presented highly positive educational possibilities of OBL for the young children, even when the exhibition of the museum has dealt with rather heavy topics and era. Based upon the results of the case, this study emphasized the importance of understanding and application of learning theory premised on the development of a museum educational program, especially, that of object-based learning approach distinctively proper and highlighting the unique features of museum education as both life-long learnng and informal learning.

교양교육과정 개편의 조건과 방향에 대한 탐색 -I 대학교 개편사례를 중심으로

정연재,주소영,정기섭,이영선 한국교양교육학회 2021 교양교육연구 Vol.15 No.4

The objective of this study is to explore the conditions and direction that should be closely reviewed in the process of reorganizing the curriculum for general education. In particular, this study concentrated on the establishment of a detailed execution plan and the macroscopic direction of general education. It did so by exploring the practical logic and theoretical perspective for reorganizing the curriculum for general education when the accountability of general education is to be emphasized. For this, this study explored the theoretical background for the reorganization of the curriculum focusing on the foundation, structure, and contents of the curriculum for general education. It also diagnosed some domestic and foreign cases of reorganizing the curriculum for general education, and the curriculum for general education of I university in regards to its foundation, structure, and contents. It then secured the argument for the validity of the reorganization of the curriculum for general education of I university focusing on the results drawn through both the theoretical and case research. This study established the goal and objectives found in the general education of I university regarding the foundation of its curriculum for general education, and attempted the reorganization of basic and core general education when it came to its structure and its contents. In conclusion, this study presented the professors’ responsible educational activities, the administrative support for the qualitative improvement of general education, and the establishment of the evaluation system of the curriculum for general education. Having done so, we have pointed out the measures we need to take in order to offer a more stable and settled general education curriculum. 본 연구의 목적은 교양교육과정 개편과정에서 중요하게 검토해야 할 조건과 방향을 탐색하는 데있다. 특히 본 연구는 교양교육의 책무성이 강조되는 상황에서 교양교육과정을 개편하는 이론적 관점과실천적 논리를 탐색함으로써, 교양교육이 지향해야 하는 거시적 방향과 세부 추진계획을 수립하는데 역점을 두었다. 이를 위해 교양교육과정의 토대, 구조, 내용을 중심으로 교육과정 개편을 위한 이론적배경을 탐색하고, 토대, 구조, 내용의 측면에서 국내외 교양교육과정 개편 사례와 I 대학의 교양교육과정을 진단하였으며, 이론 및 사례 연구를 통해 도출된 결과를 중심으로 I 대학의 교양교육과정 개편의타당성 논거를 확보하였다. 본 연구는 교양교육과정 토대의 측면에서 I 대학의 교양교육 목적과 목표를수립하였고, 구조와 내용의 측면에서 기초교양 및 핵심교양의 재구조화를 시도하였다. 결론적으로교양교육과정의 안정적 정착을 위한 방안으로 교수자의 책임 있는 교육활동, 교양교육의 질적 제고를위한 행정적 지원, 교양교육과정에 대한 평가시스템 확립을 제시하였다.

문법교육론 자리매김의 두 방향- 문법교육 담론의 생산적 읽기를 바탕으로

남가영 서울대학교 국어교육연구소 2007 국어교육연구 Vol.19 No.-

There are lots of studies on grammar education. Some are theoretical and some are practical. One of main theoretical issues has been an epistemological one, such as ‘what is the phenomenon of ‘the grammar education’ anyway?’, ‘what is its educational value?’. Recently, there are two meaningful discourses which draws our attentions; the Integrational Grammar Education and the Neo-Independent Grammar Education. Usually, these two discourses seem to be mutually exclusive and incompatible. Through re-reading the Integrational Grammar Education, mainly around concepts(function, integration, practicality), however, it has been revealed that these two discourses have an essential aim in common. It is just their focus that is differentiated. For exploring the nature and value of grammar education, we should think much of ‘language as an object’ and ‘language subject which deals with language as an object’. More especially, we should closely pay attention to their(language/ human) two-way interactions both. The one is to pay attention to ‘the activity to examine language closely’, and then to discuss its educational value(human→language). The other is to pay attention to ‘the activity to explore human and world though language’, and then to redescribe language in functionally-motivated mode(language→human) for it. The Neo-Independent Grammar Education comes under the former, and the Integrational Grammar Education falls on the latter. Therefore, both of these two discourse could be considered as meaningful attempts to enrich epistemology of grammar education. This is the productive way for grammar education. 소통되지 못하고 그 실현체를 내 놓지 못하였다는 비판에도 불구하고, 여전히 문법교육의 실재와 현상에 대한 끈질긴 물음은 지속될 필요가 있다. 본고에서는 문법교육의 최근 두 담론, 통합적 문법교육 담론과 신독자론이 서로 상반적인 논리로서 소통되고 논쟁되고 있음에도 불구하고, 이들 두 담론이 모두 본질적인 문법교육론을 지향하고 있다는 점에 주목하였다. 통합적 문법교육 담론은 흔히 처방적이고 도구적인 관점에서 문법교육의 문제를 외재적으로 정당화한 논리로 이해되고 소통되고 있다. 그럼에도 불구하고, 해당 담론의 중심 개념, 즉 ‘통합’, ‘기능’, ‘실용’ 등을 면밀히 살피고 그 논리를 맥을 구체화해 보면, 그 안에는 본질적 문법교육론을 지향하는 문법 교육 담론으로서 의미 있게 포착해야 하는 지점이 분명히 존재한다. 본고에서는 생산적 읽기를 통해, 해당 담론의 지향과 토대를 재조명하고, 이를 토대로 하여, 문법교육론 정립의 두 가지 방향을 제안하였다. 문법교육은 언어-인간-교육이 얽혀 있는 총체적 활동으로서, 이때 언어 주체는 언어를 대상으로서 다루고 사고한다. 그러므로 문법교육론의 정립을 위해서는 ‘대상으로서의 언어’와 이를 다루는 ‘언어 주체’에 주목해야 한다. 그리하여 본고에서는 문법교육론 정립의 기본적인 두 방향으로 ‘언어 주체의 언어 들여다보기’와 ‘언어를 통해 인간 들여다보기’를 설정하였다. 전자는 언어 주체가 언어를 들여다보는 활동의 교육적 의미화를 추구하는 방향이며, 후자는 언어를 통해 의미를 추적하는 과정을 통해 결과적으로 의미 생산의 주체이자 산물인 인간과 세계를 의미화할 수 있다고 보고, 이것이 가능하도록 언어의 양태를 조율, 재기술하는 방향이다.

의미있는 교양교육 학습성과 성취를 위한 대학 교양교육과정 체제 연구

신행자 한국교양교육학회 2013 교양교육연구 Vol.7 No.5

A de-standardization of the education system is being accelerated in domestic colleges and universities such as the three-year bachelor's degree, five years of Bachelor-Master as linked courses. Also liberal education curriculum is improved because undergraduate colleges, liberal arts have been introduced and need to strengthen of liberal education at the University. However, many universities try to liberal education curriculum attempt to improve and to develop quickly, so they trend to emphasize operational aspects and to neglect the essence of liberal education itself. In this study, I explored the nature of liberal education with knowledge-based society, analyzed the liberal education goals and objectives of domestic universities and the status of those liberal education courses. I reflected the explored the nature of liberal education to liberal education curriculum and suggested the step to build rational and systematic curriculum. In other words, first, it should state goals and objectives of liberal education curriculum explicitly. Second, it should organize to achieve those objectives related to course. and non-course program. Third, it should configure contents should be learn that focused on learner-centered activities. During curriculum to build, it should explicitly state objectives for course and non-course program based on Bloom’s objectives, those objectives should match competences across such as higher order cognitive thinking skills, learner-centered learning experiences that represent the affective attitudes and values, and psychomotor skills. In addition, I proposed to run a variety of performance assessment such that discussion, observation, demonstration etc. that is reasonable assessment because of connection with its objective. It is considered that such liberal education curriculum can attain significant learning outcomes are faithful to the nature of liberal education. 빠르게 생성되는 지식들을 끊임없이 학습해야하는 평생교육의 시대가 도래하였고, 국내 대학에서는 전문대학의 3년제 학사과정, 4년제 대학의 5년 학·석사 연계과정 등 교육체제의 탈규격화가 가속되고 있다. 또한 학부대학, 교양학부 등이 도입되고, 대학의 교양교육 강화와 융·복합 교육 도입 필요성으로 교양교육과정이 개선되고 있는 실정이다. 그러나 국내의 많은 대학들은 교양교육과정을 조속히 개선·발전시키려고 하려다 보니 운영적인 측면만 강조되어 교양교육 자체의 본질을 등한시한 경향이 있다. 본 연구에서는 지식기반사회의 교양교육의 본질을 고찰하고, 국내 대학의 교양교육 목표와 교양교육과정 현황을 분석하였다. 고찰한 대학 교양교육 본질을 반영하여 선행 연구이론을 토대로 체계적인 교양교육과정을 구축하고 그 단계를 제시하였다. 즉, 교양교육과정 목적과 목표를 명시적으로 진술하고, 그 연관성을 기술한다. 목표 달성 수단이 되는 교과목과 비교과 활동 프로그램을 조직하여, 학습자 중심의 활동에 초점을 두어 학습할 내용을 구성하도록 하였다. 교양교육과정 구축시 교과목과 비교과활동 프로그램들의 학습목표는 고차의 인지적 사고력, 학습자 중심의 학습 활동 경험을 통해 성취되는 정의적 태도와 가치, 그리고 심동적 기술들을 아우르는 본질적인 교양교육의 역량을 함양할 수 있도록 Bloom의 교육목표 진술법을 토대로 구체적으로 진술하도록 제언하였다. 또 그 목표와 연계된 타당한 평가를 위해 토론, 관찰, 실험·실습, 시연 등 다양한 수행평가를 실행하도록 제언하였다. 이와 같은 체제는 교양교육 본질에 충실한 의미있는 교양교육 학습성과를 성취할 수 있다고 사료된다.

유럽의 상호문화교육 지침서 비교 연구

장한업(HanUp Jang) 한국비교교육학회 2017 比較敎育硏究 Vol.27 No.1

본 연구는(Education Pack, Intercultural Learning, Intercultural Education in Primary School과 같은) 유럽의 상호문화교육 지침서들이 청소년과 성인을 대상으로 상호문화교육을 실시하는 경우 제안하는 목표, 내용, 방법, 평가를 살펴보고 비교하고자 한다. 이 세 지침서를 비교하면 우리는 다음과 같은 몇 가지 사실을 확인할 수 있다. 이 지침서들은 차이가 우리 사회들의 현실이라는 점을 강조하고 비슷한 목표를 내걸고 있다. 이 목표는 상호의존적 세계의 현실 이해하기, 부정적인 편견과 고정관념을 넘어서기, 다른 사회와 문화에서 온 사람들에 대해 긍정적인 태도와 행동을 가지게 하기를 포함한다. 이 지침서들은 상호문화교육을 위해 비슷한 내용을 제안한다. 이 내용은 모두 다른 문화 배경을 가진 사람들이 상호관계를 발견하고 장벽을 허물게 하는 것과 관련되어 있다. 하지만 이 지침서들은 방법에 있어서는 큰 차이를 보인다. Education Pack과 Intercultural Learning은 외부로부터 자신을 상상해 보기, 자신이 살고 있는 세계를 이해하기, 다른 현실과 익숙해지기, 차이를 긍정적으로 바라보기, 긍정적인 태도, 가치, 행동을 가지기라는 몇 가지 단계를 제안하지만, Intercultural Education in the Primary School은 긍정적 학습, 토론, 집단 활동을 강조한다. 평가는 상호문화교육에서 가장 발달되지 못한 영역으로 남아있다. 다행스럽게도 마지막 지침서는 한 장을 평가에 할애함으로써 이 문제를 앞선 두 지침서보다 훨씬 진지하게 다루고 있다. 이제 우리에게 남은 문제는 유럽의 상호문화교육의 원칙과 접근방식을 한국 사회와 학교에 적용시키는 것이다. 우리는 이 논문이 이 문제를 해결하는 데 조금이라도 도움이 될 수 있기를 바란다. This study explores and compares how three guidebooks on intercultural education in Europe (Education Pack, Intercultural Learning, and Intercultural Education in Primary School) define their objectives, contents, methods, and evaluation in order to promote intercultural education to young people and adults. All these three guidebooks start with the underlying fact that difference is the reality of our societies and propose similar objectives. These guidebooks include furthering an understanding of the reality of an interdependent world, going beyond negative prejudice and stereotypes, and generating positive attitudes and habits of behaviors towards people from other societies and cultures. They also suggest similar contents for intercultural education, which all relate to the discovery of mutual relationships and the dismantling of barriers between people from other cultural backgrounds. However, with regard to methods, they show significant contrast: Education Pack and Intercultural Learning propose several stages that consist of imagining ourself from the outside, understanding the world we live in, being acquainted with other realities, seeing difference positively, and favouring positive attitudes, values and behavior, while Intercultural Education in the Primary School insists on positive learning, discussion and group work. Evaluation remains the least developed area in intercultural education; fortunately, the last guidebook treats this problem more seriously than the first two by dedicating a whole chapter to it. What is required of us now is determining how to adapt the principles and approaches of European intercultural education to Korean societies and schools.

A Research on Aims and Objectives of Christian Education

Shin, Hyun-Kwang 한국실천신학회 2020 신학과 실천 Vol.0 No.70

This paper discusses the aims and objectives of Christian education. The aims of Christian education is to bring people to a saving faith in Jesus Christ, to train them in a life of discipleship, and to equip them for Christian service in the world today. It is to develop in believers a biblical world-view that will assist them in making significant decisions from a Christian perspective. It is helping believers to ‘thinking Christianly’ about all areas of life so that they can impact society with the message of gospel. In essence, it is development of a Christian world-view. Worship, evangelism, discipleship, fellowship, and service are all drawn from the Scriptures and are included in any purpose and value statement for Christian education. Effective Christian education can be measured upon the accomplishment of these important functions. An objective needs to meet theological standards, and these have to have enough relevance to provide guidance. It needs to be within the teaching possibilities of those responsible for the educational program. It must allow room for the work of God, of the teacher, and of the pupil, with a rationale for each. Aims, objectives, and values of Christian education are derived from a theological foundation that is biblically based.