과학,기술문화의 성찰적 탐구학습을 통해 구성한 초등학생들의 도덕관에 대한 탐구

박세원 ( Seo Woen Park ) 대경교육학회 ( 구 우리교육학회 ) 2004 교육학논총 Vol.25 No.2

도덕적 삶과 성찰의 관계적 의미에 관한 담론적 탐구

박세원 ( Seo Woen Park ) 한국초등도덕교육학회 2004 초등도덕교육 Vol.14 No.-

초등학교 교사의 교사됨의 의미 형성 경험에 관한 질적 연구: 교사는 스스로의 언어로 아동과의 대화적 삶을 이야기하고 살아내는 만큼 존재한다

박세원 ( Seo Woen Park ),김윤미 ( Yoon Mi Kim ) 한국교육과정학회 2010 교육과정연구 Vol.28 No.1

This paper is a story about an elementary teacher who constructed the dialogical meaning of becoming a teacher with her 4th grade student, Myunghwan. He was regarded as a `maladjusted student` having a variety of `misbehaviour problems` due to the lack of family caring. Despite of her strong preoccupations of maladjustment regarding him, she continued to uncover the whole meaning of his existence based on the ontological question of `what is his life like?` partly through going between parts and the whole and partly through using various research methods such as interview, observation, artifact analysis, journal writing. In the process of her inquiry, she not only reconceptualized her preoccupations meaningfully but also threaded a dialogical life text with her own language. Her inquiry was not just limited to an interpretive research text but actively threaded dialogue, story, and practice into the research, which ultimately shaped it into a storied life text. The results of the study resonate with educators whose interests lie in teacher`s identity shaping through qualitative research.

주제발표 : 인간 존재의 속성과 철학적 도덕과교육

박세원 ( Seo Woen Park ) 한국초등도덕교육학회 2012 한국초등도덕교육학회 학술대회 Vol.2012 No.-

In this dialogical article, I show the research ideas of how to shape the identity of moral education as a curriculum subject with the result of the reflective inquiry into human existence. Moral education as a curriculum once established on the basis of modernist ideas and unitary Korean culture needs to undergo reshaping its curricular identity in the times of democratic, technological, huge, multicultural society. How should moral education exist for the meaningful life of students as well as for the desirable future society they will live? What should we believe and live by as moral education researchers and teachers? In this article, I summarize the implications uncovered by the understandings form my phenomenological reflection on the intrinsic quality of human existence.

학생 이해에 기초한 교과교육과정 통합 재구성 전략: 도덕과를 중심으로

박세원 ( Seo Woen Park ) 서울교육대학교 초등교육연구원 2013 한국초등교육 Vol.24 No.4

This paper shows the methodological ideas of subject curriculum integration based on the understanding of student life. The justification of teacher`s curricular reconstruction is grounded on the fact that all kinds of educational activities exist for the growth of each student. Every student is unique and different and this is why teachers are the ultimate subject in terms of curricular reconstruction. Specifically, teachers need to understand the individual and developmental differences of students and carry out the reconstruction of the national curriculum based on the understanding of every student life. This is the philosophical foundation why teachers should be equipped with their professional capability and autonomy in the matter of curriculum reconstruction. While there are various dimensions in the matter of teachers` curriculum reconstruction, this paper deals with the reconstruction of subject curriculum integration which draws high public attention these days. Accordingly, this paper, first, clarifies the relationship between curriculum reconstruction and teachers` professionalism, secondly, shows the methodological ideas of how to understand the developmental differences of elementary children not to mention the analytical strategies of national curriculum, and, thirdly, suggests step-by-step strategies of how to reconstruct subject curriculum integration in detail. Accordingly, this paper implies that teachers and teacher educators should obtain the professional knowledge in the matter of subject curriculum integration.

비판적 사고 교육을 위한 도덕수업 재구성: 비판적 교육을 중심으로

박세원 ( Seo Woen Park ) 서울교육대학교 초등교육연구원 2011 한국초등교육 Vol.22 No.1

This paper provides readers with a space of thinking the educational meaning and teaching methods of critical thinking and practice in moral education based on critical pedagogy. Character building-centered moral education externally sets the predetermined moral values to be educated and focuses on the indoctrination and habitualization of moral values. However, the technological world in the future featured as global, multicultural, complex, and instrumental requires the morality to construct dialogical being with others based on our full humanity. The education of critical thinking is one of the fundamental elements of growing dialogical being. This paper discusses the social meaning and significance of critical thinking in moral education, and then later provides readers with the desirable teaching methods of critical thinking in moral education classrooms. The education of critical thinking and practice should happen in learner`s life context in which children are situated. Accordingly, teachers must help children to use critical thinking skills in a natural way in the course of their own life problem-solving. In order to do that,teachers need to teach those skills based on the whole understanding of each child`s life, the learner`s reconceptualization of alienated entities, and the praxis of individual change and social change. Besides, this paper not only argues that the current moral education should be replaced with philosophy education for its subject identity but also suggests how critical pedagogy is to become a more authentic educational philosophy to the public through embracing other philosophical traditions such as experiential education.

STS 저널 쓰기를 통한 초등학생의 도덕적 성장 이야기

박세원 ( Seo Woen Park ) 한국초등도덕교육학회 2006 초등도덕교육 Vol.21 No.-

예비교사를 위한 존재론적 교과교육과정 개발 -`도덕과 교재연구 및 교수법`강좌를 중심으로

박세원 ( Park Seo-woen ) 한국초등도덕교육학회 2016 초등도덕교육 Vol.0 No.54

윤리의 문제는 근본적으로 나와 타자의 삶을 이해하면서 대화로 상호적 삶을 형성하는 것에 근거한다. 이러한 맥락적 윤리의 관점에 근거해서 필자는 오랜 동안 예비교사들이 자신과 타자의 삶을 이해하면서 대화적 삶을 형성하도록 돕는 교과교육과정 개발에 노력을 기울여 왔다. 예비교사들은 탐구적 저널쓰기, 예술적 표현활동, 자서전 쓰기, 자전적 동화 창작으로 이어지는 과정을 통해 삶의 맥락에서 윤리적 탐구를 수행하였고, 그 결과 예비교사들은 윤리교육의 의미와 방법을 자신의 흥미에 기초해 형성할 수 있었다. 이 글은 내용 중심으로 구성된 기존의 교과교육과정을 삶 중심의 교육과정으로 대체할 수 있는 아이디어를 제공할 것이라 기대한다. The issues of ethics are fundamentally grounded in the shaping of the person-to-person`s interaction of understanding and dialogue in a real-life context. Based on the contextual viewpoint of ethics, I have put a great effort to develop an ontological curriculum paving a route for the pre-service teachers to understand and dialogue the self and others in an ontological way. While helping them to experience their ontological inquiry through inquiry based journal writing, artistic expression, autobiographical writing, and children`s fairy story making, I was able to notice that they had shaped their own life meanings, contents, or methodologies of ethics and ethics education based on their own interests or choices. Accordingly, this paper is expected to provide teacher educators with an alternative idea with which they would be able to replace the content-based curriculum with a life-based curriculum.

현대사회의 언어성 분석에 기초한 상담의 윤리적 역할 재조명 : 내면적 치료에서 대화적 공동체 형성에로

박세원 ( Seo Woen Park ) 한국초등도덕교육학회 2015 초등도덕교육 Vol.0 No.47

인간과 사회는 복잡하고, 중층적이고, 역동적인 형식과 내용으로 서로를 떼려야 뗄 수 없는 실체로 형성시킨다. 따라서 인간이 건강하게 삶을 영위하기 위해서는 이들의 관계적 실체가 어떤 구조로 존재하고 어떻게 서로를 형성시키는가에 대한 존재론적 해명이 절실히 필요하다. 인간과 사회는 모두 언어적 지평 위에서 기원하고, 형성되고, 또 변화한다. 즉, 인간과 사회를 서로 뗄 수 없는 실체로 상호 형성시키는 매개는 바로 언어이다. 과연 언어는 인간과 사회의 관계에서 어떤 자리에 있으며, 또 역사적으로 어떻게 서로를 형성해왔고, 또 현대사회의 언어성은 인간과 사회의 관계적 존재함에 어떤 속성으로 자리잡고 있는가? 이 글은 이러한 존재론적 문제를 해명하면서 오늘날, 그리고 미래사회에서 상담이 어떤 윤리적 역할을 수행해야 하는지를 논한다. 결론적으로, 이 글은 상담이 내면적 치료에서 대화적 공동체 형성에로 그 패러다임을 옮겨갈 것을 주장하면서 대화교육을 상담과 윤리교육의 통섭적 지평으로 제안한다. Human beings and society are intimately linked and, thus, shape each other intricately, multi-layeredly, and dynamically. In order for human beings to live their own lives healthily, it is required to explain the fundamental structure of how the two aspects function interactively. There lies language in the heart of the relationship between human beings and society, and it is language itself that interlink human beings and society. Indeed, Where does language shape its place in the relationship between human beings and society? Where do the linguistic attributes of modern society shape its place in the relationship between human beings and society? This paper discusses the role of counselling and psychotherapy through these kinds of ontological questioning and responding. Conclusively, this paper argues that the role of counselling and psychotherapy transfers its role from healing an individual`s inner self to shaping a dialogical community she or he is situated in through dialogical education.

철학적 도덕과교육의 의의와 교육과정 구성

박세원 ( Seo Woen Park ) 한국초등도덕교육학회 2013 초등도덕교육 Vol.0 No.43

이 논문은 인간의 근본적인 존재 특성이 실존성이라 는 점과 과학·기술 사회, 자본주의 사회, 세계화·다문화 사회, 공학화 사회로 대변되는 미래사회가 던져줄 존재론적 문제들을 고려할 때, 도덕과교육은 인격교육과 덕목교육 중심에서 철학교육 중심으로 교육적 패러다임을 전환해야 함을 주장한다. 본 연구는 먼저 일반교육학, 사회과교육과 차별되는 도덕과교육의 교과 경계지를 철학적 접근으로 설정한다. 다음으로 본 연구는 도덕과교육의 여러 접근들과 철학적 접근을 비교하면서 철학적 접근이 도덕과교육에서 중심적 위치를 차지해야 하는 근거와 의의를 소개한다. 마지막으로 본 논문은 철학적 도덕과교육을 성공적으로 수행할 수 있는 교수·학습론을 소개하면서 도덕과교육이 가치 있는 교과로 존재할 수 있는 대안적 경로를 제안한다. This paper suggests that the identity of moral education as a curriculum subject moves from virtues-based moral education to philosophical moral education partly because the fundamental characteristic of human existence is firmly grounded in existentiality and partly because the ontological issues & problems that are expected to emerge from the combined characteristics of technoscientific. capitalist. globalized & multicultual. and positivist society in the future are likely to be more influential on human existence than ever before. This paper. first. positions philosophy as the territory of moral education by drawing the borderlands of general education. social studies. and moral education. Secondly. it summarizes the epistemological rationale showing why the philosophical approach has to be recognized as the central theme of moral education by comparing the major moral education approaches with the philosophical one. Thirdly. it shows how moral education can be recognized as a meaningful curriculum subject by suggesting the methodological ideas regarding the teaching and learning theories of philosophical moral education.