學校敎育에 있어서 人間主義敎育의 受容과 限界 = The Recipiency and Limitation of Humanistic Education on the School Education

다국어 초록 (Multilingual Abstract)

I have surveyed on the basic of human educational theory and the educational process on the basic of chiefly human psychology, together with the historical background of human education and have arranged the interests on the limitation and alternative plans of this theory.
There are liberalism and enlightening property of the naturalism in the theoritial basic of human educational theory, and there consist in the reconstruction of humanism through the psychological process of human and somewhat romantic expectation of the consttuction of ideal society.
We can understand that aftering dealing with the human property which has not been disclosed yet, and we are to recognize them as the potentiality and growing power, but we should not neglect that they are eager to change the source of problems into the inner of human.
We should discard the first stage recognition of the human property as the simple purity, and the relation between society and culture.
We have to consider the meaningful system of the principal as the dynamic and the voluntary one.
We are to overcom the environment, the system, and the sense of value which has been acting as the challenging powers and all kinds of meanes of the human, and we need to develop the new program for the cognitive power to make and conduct all the conditions of reality which are to realize the human value and to educate the human of the sense of value and the bravery. Thus, the conception of the experience or the elaboration which is considered on the principal self-voluntary situation of the learner by J. Dewey or G. Kerschensteiner has many suggestions for us.

목차 (Table of Contents)

• Ⅰ. 序言 : 問題提起
• Ⅱ. 人間主義 敎育의 대두
• Ⅲ. 人間主義 敎育의 이론적 기저
• Ⅳ. 人間主義 敎育의 기본개념과 전개과정
• Ⅴ. '人間主義'의 실현을 위하여 提高되어야 할 것들
• Ⅵ. 結言