초등교육에서의 생명교육

• 영문명: Life Education in Elementary School
• 발행기관: 서강대학교 생명문화연구소
• 저자명: 문홍근(Moon, Hong Kun)
• 간행물 정보: 『생명연구』제2집, 297~310쪽, 전체 14쪽
• 주제분류: 인문학 > 기타인문학
• 파일형태: PDF
• 발행일자: 1994.11.10

영문 초록

I. Need for Life Education Indiscriminate adoption of foreign cultures and a trend to disrespect for life, which in a sense by-products of our rapid industrialization, threaten the existence of humans and all other living creatures, not to mention the destruction of the ecological system. II. Life Education in Elementary School 1. Nature of the Life Education Life education is elementary school is an attempt to satisfy publics' need for clean environment. It is an education for life and an education for the maintenance of the quality of life. It is also a part of the wholeman education which strives for solving present and future environmental problems. 2. Contents of the Life Education Life education is elementary school is undertaken in the context of the environmental education which tries to find and solve environmental problems. Children should learn ethics of, respect for, and value of life in the process of their being educated natural and man-made environment, population, industrialization and urbanization, resources, and environmental pollution, protection, and sanitation. 3. Themes and materials in Elementary School Curriculum Pertinent to Life Education Life education in the elementary school is supposed to be carried out across all educational activities. Relevant teaching themes are scattered across subject : civil education(deference for life, law abiding, tolerance), society(relations of humans to nature), nature(life and environment), and physical education(health, safety). However, an analysis of the educational materials contained in the required teaching subjects shows that a systematic and consistent teaching themes and materials across subjects and grades years have yet to be incorporated. 4. Some Problems in life Education in Elementary School 1) Current curriculum contains insufficient themes and materials. It often lacks separate chapters and/or objectives to educate respect for, ethics of, and value of life. 2) individual subjects are predisposed to the provision of knowledge and information regarding natural and man-made environment, resources, environmental pollution, etc.. III. Directions for Enhanced Environmental and Life Education 1. Life education should emphasize vision and preparation for future. Curriculum should actively reflect the incubation of ethical mind in terms of the respect and value of life. Systematic and purposive life education should start in early childhood. 2. life education, as a part of civil and/or human education, should be done in such a way that deference for life, value, attitude, and behavioral orientation toward environmental protection should be learned in the process of overall educational activities. In other words, our life education should promote consistency in knowledge, behavior, and life. 3. Observation, experimentation, animal feeding and care, gardening and plantation as well as various theoretical approaches should be utilized so as to harmonize feeling, knowledge, and behavior with practices. 4. A coordinated educational system in which school, family, and society may contribute to the consistent implementation of life education in terms of the internalization of beliefs in the value of life and of environmental protection.