학술논문
수업철학과 교사실존 간의 연관
이용수 243
- 영문명
- Interrelation between Philosophy of Teaching and Teacher’s Existence
- 발행기관
- 한국교육철학회
- 저자명
- 서명석(Seo Myoung Seok)
- 간행물 정보
- 『교육철학』敎育哲學 第32集, 139~167쪽, 전체 29쪽
- 주제분류
- 사회과학 > 교육학
- 파일형태
- 발행일자
- 2007.10.30
6,280원
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국문 초록
영문 초록
The philosophic attitudes is a resolute attempt to enlarge the understanding of the scope of application of every notion which enters into our current thought. ─ Alfred N. Whitehead
Teacher makes important decisions about the content to teach their students. These decisions need to be made before deciding how to teach. It is also import to carefully think about philosophical context so that you teach content, content that is complete and inclusive, and content that is connected to fundamental rationale of subject-matters. Teachers are skilled at teaching subject-matters effectively. They know that the content itself directly influences how they should teach certain types of content lend themselves to particular models of instruction. But they are not concerned about these questions: why do you teach your contents? This question is philosophy of teaching that focuses on questioning, thinking and rethinking authentic meaning of teaching.
Teacher takes crucial roles in educating via curriculum implementation. To speak of curriculum being “implemented”implies that is something a program to be carried out by teacher. Being the deliverer of the curriculum to students, the role of teacher is recognized as being critical to the success of curriculum. But whether imposing curriculum, teacher create the curriculum that is worthy of study. It is teacher’s interpretation of what is thinking and questioning that is the focus of meaningful teaching through curriculum study rather than curriculum implementation.
We envision interpretational situations in which multiple means of criticising curriculum goals are acknowledged by curriculum agent who design a curriculum with the assumption that teacher should reshape in the light of his philosophical mind. In curriculum enactment, curriculum developers are not only curriculum experts who design a curriculum but also teachers by whom curriculum restructured in the classroom. In professionalizing teaching, the authentic questions depend upon whether teacher approaches ontological context of teaching beyond delivering contents by objectives. This question is important theme those who teach in the classroom. It is obvious that philosophical mind of teaching by teacher is to maintain an active novelty of fundamental ideas illuminating the teaching system.
Teacher makes important decisions about the content to teach their students. These decisions need to be made before deciding how to teach. It is also import to carefully think about philosophical context so that you teach content, content that is complete and inclusive, and content that is connected to fundamental rationale of subject-matters. Teachers are skilled at teaching subject-matters effectively. They know that the content itself directly influences how they should teach certain types of content lend themselves to particular models of instruction. But they are not concerned about these questions: why do you teach your contents? This question is philosophy of teaching that focuses on questioning, thinking and rethinking authentic meaning of teaching.
Teacher takes crucial roles in educating via curriculum implementation. To speak of curriculum being “implemented”implies that is something a program to be carried out by teacher. Being the deliverer of the curriculum to students, the role of teacher is recognized as being critical to the success of curriculum. But whether imposing curriculum, teacher create the curriculum that is worthy of study. It is teacher’s interpretation of what is thinking and questioning that is the focus of meaningful teaching through curriculum study rather than curriculum implementation.
We envision interpretational situations in which multiple means of criticising curriculum goals are acknowledged by curriculum agent who design a curriculum with the assumption that teacher should reshape in the light of his philosophical mind. In curriculum enactment, curriculum developers are not only curriculum experts who design a curriculum but also teachers by whom curriculum restructured in the classroom. In professionalizing teaching, the authentic questions depend upon whether teacher approaches ontological context of teaching beyond delivering contents by objectives. This question is important theme those who teach in the classroom. It is obvious that philosophical mind of teaching by teacher is to maintain an active novelty of fundamental ideas illuminating the teaching system.
목차
Ⅰ. 서론: 연구문제의 구상
Ⅱ. 교사의 실존 양태로 본 수업철학이 존재하는 지점
Ⅲ. 교사 반성과 수업철학 사이의 만남과 헤어짐
Ⅳ. 교육과정운영 방식이 수업철학에 줄 수 있는 영향
Ⅴ. 결론: 수업철학에 대한 실존론적 변론
참고문헌
Abstract
Ⅱ. 교사의 실존 양태로 본 수업철학이 존재하는 지점
Ⅲ. 교사 반성과 수업철학 사이의 만남과 헤어짐
Ⅳ. 교육과정운영 방식이 수업철학에 줄 수 있는 영향
Ⅴ. 결론: 수업철학에 대한 실존론적 변론
참고문헌
Abstract
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참고문헌
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