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한국교육철학회> 교육철학> 유교 교육과정의 교육내용 조직 원리 분석: 주자의 『소학』과 『대학장구』를 중심으로

KCI등재

유교 교육과정의 교육내용 조직 원리 분석: 주자의 『소학』과 『대학장구』를 중심으로

Analysis of the Principles of Educational Content Organization in the Confucianism Process of Education: Focusing on Chu Hsi's ‘Lesser Learning’ and ‘Great Learning’

한지윤 ( Han Ji Yoon )
  • : 한국교육철학회
  • : 교육철학 83권0호
  • : 연속간행물
  • : 2022년 06월
  • : 53-77(25pages)
교육철학

DOI


목차

Ⅰ. 서언
Ⅱ. 교육내용으로서 유교 교육과정
Ⅲ. 유교 교육과정에서 교육내용을 조직하는 원리
Ⅳ. 결어
참고문헌
Abstract

키워드 보기


초록 보기

This paper examines the principle of organizing educational content in the confucian process of education consisting of ‘lesser learning’ and ‘great learning’. The confucian process of education is organized as a principle that selects same educational content and a principle that is properly classified according to the learner's level. This is appropriate to the ‘level’, seeing and imitating the virtue in the lesser learning stage, learning it with the body first, and realizing the principle contained in the virtue in the great learning stage. It has educational significance in that the gap between lesser learning and great learning can be small by selecting all educational content as a ‘one principle’ despite the level difference.

UCI(KEPA)

간행물정보

  • : 사회과학분야  > 교육
  • : KCI등재
  • :
  • : 계간
  • : 1738-186x
  • :
  • : 학술지
  • : 연속간행물
  • : 1978-2022
  • : 798


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83권0호(2022년 06월) 수록논문
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저자 : 고다현 ( Dahyun Ko ) , 조상식 ( Sang-sik Cho ) , 이효정 ( Hyojung Lee )

발행기관 : 한국교육철학회 간행물 : 교육철학 83권 0호 발행 연도 : 2022 페이지 : pp. 1-26 (26 pages)

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This study explains why twice-exceptional children of disability and giftedness were imcompatible under Foucault's concept of governmentality. Governmentality made person productive for power, and in terms of productivity, the expectations of disabled and gifted students were considered different. Gifted students were understood as individuals with high performance and viewed as objects that contributed to society. On the other hand, disabled students were recognized for the legitimacy of education in terms of productivity development.
In terms of productivity, giftedness and disability could not be personalities for one person. However, education have to move toward acknowledging the existence of twice-exceptional children and expanding the scope of support. Thus it is important to find out what the emergency of twice exceptional children with disability and giftedness means in governmentality. It is also necessary to investigate the possibilities and limitations of multicultural education along with the discussion including all. In governmentality there is a limit to simply understanding the individual needs of students through labeling. Therefore, this paper concludes by presenting the possibility of the concept of intersectionality in order to understand the twice-exceptional child from a more diverse perspective.

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This study aims to reveal the concept of one's own 'actual experience' (體驗) by comparing with the concepts of experience, occupation, and work, focusing on J. Dewey's idea.
First, if the concept of 'actual experience' is defined from an pedagogical point of view, it can be organized into 'process of accepting external stimuli through the whole body by directly and specifically contacting the object through the body such as human sensory organs and muscles'.
The concept of 'actual experience' in Dewey's thoughts was compared and analyzed with 'experience', 'occupation', and 'work', which are similarly used. First, experience contains very comprehensive meanings, but 'actual experience' can be said to be a subset of 'experience' in that it is used quite limitedly. Second, occupation refers to acquiring certain principles of objects related to real life, while actual experience refers to acquiring some knowledge through it. Third, while work pursues physical results, experience pursues psychological or intellectual results, and the former expects material and economic rewards, while the latter expects educational rewards.

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저자 : 한지윤 ( Han Ji Yoon )

발행기관 : 한국교육철학회 간행물 : 교육철학 83권 0호 발행 연도 : 2022 페이지 : pp. 53-77 (25 pages)

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초록보기

This paper examines the principle of organizing educational content in the confucian process of education consisting of 'lesser learning' and 'great learning'. The confucian process of education is organized as a principle that selects same educational content and a principle that is properly classified according to the learner's level. This is appropriate to the 'level', seeing and imitating the virtue in the lesser learning stage, learning it with the body first, and realizing the principle contained in the virtue in the great learning stage. It has educational significance in that the gap between lesser learning and great learning can be small by selecting all educational content as a 'one principle' despite the level difference.

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저자 : 고다현 ( Dahyun Ko ) , 조상식 ( Sang-sik Cho ) , 이효정 ( Hyojung Lee )

발행기관 : 한국교육철학회 간행물 : 교육철학 83권 0호 발행 연도 : 2022 페이지 : pp. 1-26 (26 pages)

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This study explains why twice-exceptional children of disability and giftedness were imcompatible under Foucault's concept of governmentality. Governmentality made person productive for power, and in terms of productivity, the expectations of disabled and gifted students were considered different. Gifted students were understood as individuals with high performance and viewed as objects that contributed to society. On the other hand, disabled students were recognized for the legitimacy of education in terms of productivity development.
In terms of productivity, giftedness and disability could not be personalities for one person. However, education have to move toward acknowledging the existence of twice-exceptional children and expanding the scope of support. Thus it is important to find out what the emergency of twice exceptional children with disability and giftedness means in governmentality. It is also necessary to investigate the possibilities and limitations of multicultural education along with the discussion including all. In governmentality there is a limit to simply understanding the individual needs of students through labeling. Therefore, this paper concludes by presenting the possibility of the concept of intersectionality in order to understand the twice-exceptional child from a more diverse perspective.

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발행기관 : 한국교육철학회 간행물 : 교육철학 83권 0호 발행 연도 : 2022 페이지 : pp. 27-51 (25 pages)

다운로드

(기관인증 필요)

초록보기

This study aims to reveal the concept of one's own 'actual experience' (體驗) by comparing with the concepts of experience, occupation, and work, focusing on J. Dewey's idea.
First, if the concept of 'actual experience' is defined from an pedagogical point of view, it can be organized into 'process of accepting external stimuli through the whole body by directly and specifically contacting the object through the body such as human sensory organs and muscles'.
The concept of 'actual experience' in Dewey's thoughts was compared and analyzed with 'experience', 'occupation', and 'work', which are similarly used. First, experience contains very comprehensive meanings, but 'actual experience' can be said to be a subset of 'experience' in that it is used quite limitedly. Second, occupation refers to acquiring certain principles of objects related to real life, while actual experience refers to acquiring some knowledge through it. Third, while work pursues physical results, experience pursues psychological or intellectual results, and the former expects material and economic rewards, while the latter expects educational rewards.

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저자 : 한지윤 ( Han Ji Yoon )

발행기관 : 한국교육철학회 간행물 : 교육철학 83권 0호 발행 연도 : 2022 페이지 : pp. 53-77 (25 pages)

다운로드

(기관인증 필요)

초록보기

This paper examines the principle of organizing educational content in the confucian process of education consisting of 'lesser learning' and 'great learning'. The confucian process of education is organized as a principle that selects same educational content and a principle that is properly classified according to the learner's level. This is appropriate to the 'level', seeing and imitating the virtue in the lesser learning stage, learning it with the body first, and realizing the principle contained in the virtue in the great learning stage. It has educational significance in that the gap between lesser learning and great learning can be small by selecting all educational content as a 'one principle' despite the level difference.

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