생명과 인성(인간)교육

• 영문명: life and Character-development(human) Training
• 발행기관: 서강대학교 생명문화연구소
• 저자명: 진교훈
• 간행물 정보: 『생명연구』제3집, 386~400쪽, 전체 15쪽
• 주제분류: 인문학 > 기타인문학
• 파일형태: PDF
• 발행일자: 1997.11.20

영문 초록

Regardless of how we view our society - i.e. optimistically or pessimistically, - no one will be able to deny that our society is losing ethics due to mammonism and negligence of the value of life; and that the basic social rules are corrupted and that we are experiencing a severe confusion of values. Under these circumstances, it is only natural that the importance of character-development training is being emphasized. However, our country's entrance exam-oriented education is cramming-oriented, memory work and is far from being creative. Moreover, our college curriculum also ignores character-development training just like the middle schools. Since the foundation of education lies in respecting life and helping men to attain self-realization, respecting life is in fact the basic assignment of character-development training. We should first examine why life-respecting character-development training failed in our country, and then find out how it can be made productive. In a broader sense, the reason why character-development training failed can be found in the loss of direction and inadequate educational philosophy in the Korean education system. So far, our country's education focused on experimental or instrumental education which concentrated only on changing the methodology, the process and the system. Therefore, it neglected to explore the proper direction and objective of education, and it especially neglected education for/as human beings. The immediate cause of failure of human training(which resulted from the loss of direction) is that the school education became entrance exam-oriented. Accordingly, score-oriented education - which serves as a big interference of human education - has prevailed in schools. School facilities and class operation are also becoming obstacles of human training, and the environment around the schools also impedes human-development training. It is equally difficult to find sound character-development in training environments outside of schools - family training, adult training, corporate training, community training and religious training, ets. Under the circumstance, for character-development training to be practiced faithfully in reality, a reform on people's consciousness of education is called for. First of all, the direction of education of our country must bye clearly presented. The goal of education should be to respect life and to focus on character-development training, and all the educational policy and plans must be selected, keeping in mind character development as the central principle. Secondly, the educational trend which is entrance exam-oriented must be transformed. The basis of education is not to cultivate men whom the country needs at certain needy times. Sound establishment of correct values and ability to understand various human beings must be fostered, and in order to achieve this, there should be active efforts from various adult-education centers.