학술논문
혜강 사상의 생태주의적 교육원리
이용수 58
- 영문명
- Principles of Educational Ecology in Hyegang"s Thought
- 발행기관
- 한국교육철학회
- 저자명
- 김태오(Kim Tae-O)
- 간행물 정보
- 『교육철학』敎育哲學 第35集, 261~284쪽, 전체 24쪽
- 주제분류
- 사회과학 > 교육학
- 파일형태
- 발행일자
- 2008.08.01
5,680원
구매일시로부터 72시간 이내에 다운로드 가능합니다.
이 학술논문 정보는 (주)교보문고와 각 발행기관 사이에 저작물 이용 계약이 체결된 것으로, 교보문고를 통해 제공되고 있습니다.
국문 초록
영문 초록
The purpose of this study is to elucidate the ecological meaning of Hyegang Choe Han-gi"s(1803-1877) thought and its application to educational principles. The results can be summarized as follows.
At the outset, it should be noted that there are three perspectives on ecology in Korean traditional thought. First, there is the understanding that all the myriad beings and things are fundamentally equal. Second, traditionally people thought reflectively on humanity and civilization from the standpoint of all beings. And third, they would have argued that the natural way and human life are unified.
Next, we investigated the ecological worldview in Hyegang"s thought. Although nature(the way of Heaven) and man(the way of man) have an organic relationship, fundamentallythey are separate. Hyegang"s worldview is mechanistic in that man and all things are alike in their matter(gi) and in their function. In this case, man is not the only subject capable of cognition and neither is he a chosen being. All beings possess equivalent responsibility and rights before nature"s dispensation.
Finally, from the viewpoint of ecological education, we have understood Hyegang"s thought through the principles of "great equality" (daedong) and "communication"(sotong). His "great equality" philosophy is an act of benevolence towards man and all beings. In an era of ecological crises, the educational principle of "great equality" is a more appropriate ideology than holistic or humanitarian education. As for his "communication" theory, it is a matter of the exchange of gi between man and man, man and nature. The educational principle of "communication" restores the relation of equality and peace between the self and the other.
At the outset, it should be noted that there are three perspectives on ecology in Korean traditional thought. First, there is the understanding that all the myriad beings and things are fundamentally equal. Second, traditionally people thought reflectively on humanity and civilization from the standpoint of all beings. And third, they would have argued that the natural way and human life are unified.
Next, we investigated the ecological worldview in Hyegang"s thought. Although nature(the way of Heaven) and man(the way of man) have an organic relationship, fundamentallythey are separate. Hyegang"s worldview is mechanistic in that man and all things are alike in their matter(gi) and in their function. In this case, man is not the only subject capable of cognition and neither is he a chosen being. All beings possess equivalent responsibility and rights before nature"s dispensation.
Finally, from the viewpoint of ecological education, we have understood Hyegang"s thought through the principles of "great equality" (daedong) and "communication"(sotong). His "great equality" philosophy is an act of benevolence towards man and all beings. In an era of ecological crises, the educational principle of "great equality" is a more appropriate ideology than holistic or humanitarian education. As for his "communication" theory, it is a matter of the exchange of gi between man and man, man and nature. The educational principle of "communication" restores the relation of equality and peace between the self and the other.
목차
Ⅰ. 서론: 이 시대의 교육적 화두는?
Ⅱ. 혜강 사상의 생태주의적 토대
Ⅲ. 혜강 사상의 생태주의 교육원리
Ⅳ. 결론: 넘어서야 할 인간중심교육
참고문헌
〈Abstract〉
Ⅱ. 혜강 사상의 생태주의적 토대
Ⅲ. 혜강 사상의 생태주의 교육원리
Ⅳ. 결론: 넘어서야 할 인간중심교육
참고문헌
〈Abstract〉
키워드
해당간행물 수록 논문
- 학봉 김성일의 교육방법론
- Frobel 恩物교육활동의 내용과 방법의 가치
- 듀이의 ‘교과의 진보적 조직’에 비추어 본 통합교육과정의 재개념화
- 유가 ‘소통윤리’의 교학론
- 일제시대 식민지 지배층화의 경로
- 교사와 교육철학
- 교사와 학생의 의미화 과정에 관한 기호학적 고찰
- 학교 교육 현실과 교사의 철학
- 중학교 더둑교육의 문제점과 개선 방안
- ‘사회적 실천가’로서 교사
- ‘인문적’ 관점의 교육환경 탐색
- Dewey 경험적 지식의 포스트모더니즘과의 정합성 연구
- 교육이론의 두 가지 측면 - 교육이론의 실제성과 실제적 지식의 언어화
- 혜강 사상의 생태주의적 교육원리
- 포스트모더니즘의 담론과 교육
- 한국교육철학회 연구윤리규정 외
- 학교 인성교육론 비판
참고문헌
교보eBook 첫 방문을 환영 합니다!
신규가입 혜택 지급이 완료 되었습니다.
바로 사용 가능한 교보e캐시 1,000원 (유효기간 7일)
지금 바로 교보eBook의 다양한 콘텐츠를 이용해 보세요!