학술논문
학교 교육 현실과 교사의 철학
이용수 554
- 영문명
- Teachers" Educational Situation in School and Their Philosophy of Education
- 발행기관
- 한국교육철학회
- 저자명
- 이현민(Lee Hyun-Min)
- 간행물 정보
- 『교육철학』敎育哲學 第35集, 121~149쪽, 전체 29쪽
- 주제분류
- 사회과학 > 교육학
- 파일형태
- 발행일자
- 2008.08.01
6,280원
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국문 초록
영문 초록
This study aims at examining, from the perspective of teacher, the reason of why educational philosophy does not have relevance to current educational situation, and discussing about the reasons of why teachers need philosophy of education, and suggesting a way of how philosophy of education can attain relevance to educational situation.
The research points out that a fundamental reason of why philosophy of education disconnected with educational situation is the fact that teachers are alienated from decision making on educational matter which they perform everyday.
Every teacher needs his/her own philosophy of education. Because it contributes distinctively for teachers to change educational situation in right direction and to practice their educational works with a holistic understanding of education.
This study suggests the idea of "situated philosophy" and "educational philosophy by teachers" to realize a healthy and desirable philosophy of education.
It is for reciprocal benefit and growth both of philosophers of education and educators to pursue a relevant philosophy of education. It is almost impossible for teachers to reflect on educational matters with their own educational philosophy, because they are alienated from the process of policy making on their educational problems in the current educational situation. Therefore, it is necessary that philosophers listen to what teachers say about their situation and tries to communicate with teachers on educational matters in order for educational philosophy to regain its audience.
The research points out that a fundamental reason of why philosophy of education disconnected with educational situation is the fact that teachers are alienated from decision making on educational matter which they perform everyday.
Every teacher needs his/her own philosophy of education. Because it contributes distinctively for teachers to change educational situation in right direction and to practice their educational works with a holistic understanding of education.
This study suggests the idea of "situated philosophy" and "educational philosophy by teachers" to realize a healthy and desirable philosophy of education.
It is for reciprocal benefit and growth both of philosophers of education and educators to pursue a relevant philosophy of education. It is almost impossible for teachers to reflect on educational matters with their own educational philosophy, because they are alienated from the process of policy making on their educational problems in the current educational situation. Therefore, it is necessary that philosophers listen to what teachers say about their situation and tries to communicate with teachers on educational matters in order for educational philosophy to regain its audience.
목차
Ⅰ. 서언
Ⅱ. 교사들은 왜 교육철학을 버렸나?
Ⅲ. 교사들은 왜 교육철학이 필요한가?
Ⅳ. 교사의 바람직한 교육철학 정립을 위한 제언
Ⅴ. 결언
참고문헌
〈Abstract〉
Ⅱ. 교사들은 왜 교육철학을 버렸나?
Ⅲ. 교사들은 왜 교육철학이 필요한가?
Ⅳ. 교사의 바람직한 교육철학 정립을 위한 제언
Ⅴ. 결언
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
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