홀리스틱 교육의 학문적 정체성과 발전방향 탐색

박성익(Park Seong IK) 한국홀리스틱융합교육학회 2003 홀리스틱융합교육연구 Vol.7 No.1

  We are now faced in "crisis of education". One of the criticisms as a crisis of education is that our educational systems do not efficiently function to teach the students to be humanized. In order to solve such distorted educational problems, we have to change our educational philosophy from the mechanic-scientific as well as compartmental perspectives on education to the integrative-holistic perspectives on education, in which can be simultaneously internalized the intelligent quotient, spiritual quotient, emotional quotient, moral quotient, and social quotient etc. to the students" mental set and behaviors. In this context, it was recently suggested the holistic education as a new paradigm of education.<BR>  The purposes of this paper are: First, it was examined what the backgrounds and phenomena of educational crisis are. Through the literature review, it can be said that such educational crisis are derived from the mechanistic approach rather than holistic approach to educational practices. Second, Humanistic education theory was also reviewed in comparison with the holistic education viewpoint. Third, it was analyzed the concept of holistic education and its implications to educational practices. Forth, it was identified the principles of holistic education, humanization and learning characteristics with respect to the humanistic education, theoretical framework and principles of instructional methods according to holism. Finally, it was discussed some current issues and problems of holistic education. Further, it was suggested several points how to enhance the academic identity of holistic education and development directions of holistic education as well.

홀리스틱 교육의 교육사상적 조명

송민영(Song, Min-Young) 한국교육사상연구회 2004 敎育思想硏究 Vol.14 No.-

홀리스틱 교육론은 제반 교육사상 문맥과의 연관을 통하여 점차 그 모습을 나타낸 것으로, 현대 및 전통교육사상의 각각의 계보와도 내재적인 대화의 요소를 갖고있기 마련이다. 본고에서는 먼저, 홀리스틱 교육에 대한 이해를 돕기 위하여 홀리스틱 교육의 유래 및 교육비전 10원칙, 교육과정이론 및 교수-학습 방법에 대해 살펴보았다. 다음에, 서양교육사에 있어 홀리스틱 교육의 조류를 고대 그리스․로마의 홀리스틱 교육과 근대 이후의 홀리스틱 교육의 조류로 나누어 살펴보고, 홀리스틱 교육 사상이 갖는 의미를 명확히 하기 위하여, 홀리스틱 교육사상이 대두되게 된 배경과 함께 홀리스틱 교육 사상이 극복해야 할 문제들을 북미에서의 자성적 비판론자들의 의견과 함께 제시하였다. 이어서 대표적인 홀리스틱 교육론자인 J.Miller의 발자취를 통해 홀리스틱 교육에 대한 이해를 깊이하고, 현대교육 사상 및 한국의 전통교육 사상 중 원효, 율곡의 교육사상을 중심으로 홀리스틱 교육론과의 대화를 시도하였다. Holistic education, a prominent educational thoughts today, has been being shaped through the dialogue with various educational thoughts. It has been sharing intrinsic and common elements which may stimulate dialogue with other traditional and modern educational thoughts. Frist, in the paper, I explored the origin and ten principles of holistic education, holistic curriculum, and holistic teaching-learning method. Second, I inquired into the Western educational history, and traced holistic educational constituents in Greco-Roman educational thoughts and in the modern West. Third, I investigated further the background from which holistic education emerged to make clear the historical and cultural implications of holistic education. I also pinpointed the tasks and limitations of holistic education which it must cope with, introducing the self-criticisms of holistic educators and scholars in the North America. Fourth, I analyzed J. Miller's holistic education. It is a good and concrete example of holistic education, and contains East-West dialogue as its essential part. Furthermore I facilitated the dialogue among holistic education, modern educational thoughts, and traditional Korean educational thoughts of Won Hyo and Yul Gog. In the modern world history, the West played the central or active role in studies including educational thoughts. On the other hand the East was marginalized. Today, however, we need East-West cooperation. "Korean holistic education," which is both Korean in terms of particularity and global in terms of universality, may contribute to the global village, regardless of East or West. Besides, after the model of "Korean holistic education" we, Koreans, can create and develop "Korean philosophy," "Korean economics," "Korean politics," and the like.

홀리스틱 교육 관점에 따른 실과교과서 분석 준거 개발 및 분석

김민경,이시원 한국실과교육학회 2011 한국실과교육학회지 Vol.24 No.2

This study has been conducted to develop the analysis criteria that can analyze Practical Arts textbook according to the holistic point of view on education and provide the helpful preliminary data for choosing Practical Arts textbook by analyzing the revised Practical Arts textbook from an authorized book at school scene. To achieve the objectives of this study, Holistic Education content items and Holistic education teaching method items were extracted from previous studies. After the extracted items were verified with face validity by five specialists, the analysis criteria of Practical Arts textbook were developed according to the Holistic point of view on education. The Practical Arts textbooks and guide books of two publishers in 5th and 6th grade were analyzed by 3 professional teachers on the basis of the developed analysis criteria. The results of this study are as follows;Firstly, Holistic Education contents were extracted into 8 items respectively ‘Humanity development', 'Respecting one's individuality', 'Learning by experience', 'The liberty of choice', 'Democracy', 'Planethood', 'Earth's biosphere', and 'Spirituality' as the analysis criteria of practical arts textbook according to the holistic point of view on education. Holistic Education teaching method items were analysed into 5 items, respectively 'Physical approach', 'Imagery approach', 'Thoughtful approach', 'Cooperation', and 'Comprehensive approach'. Secondly, the differences between the practical arts textbooks of the 2 publishing companies were not significant in Holistic Education content item and Holistic Education teaching method item on the basis of developed analysis criteria. But big differences of the two publishers could be found both in Holistic Education content item and Holistic Education teaching method item. In conclusion, as Practical Arts textbook was being changed into an authorized textbook, each textbook of publishers showed the limitation in that it didn't have distinct characteristics and in addition, it was found that there were limits to analyzing Practical Arts textbook from one viewpoint. Based on the results of the study, it is regarded that Holistic Education perspective will be helpful as a way in choosing Practical Arts textbook which meet the characteristics of each school. 본 연구에서는 홀리스틱 교육관점에 따라 실과교과서를 분석할 수 있는 분석 준거를 개발하고 검인정 도서로 전환된 실과교과서를 분석함으로써 학교현장에서 실과교과서를 선정하는데 도움이 되는 기초자료를 제공하고자 하였다. 이를 위해 선행연구 고찰을 통해 홀리스틱 교육 내용 항목과 홀리스틱 교육 방법 항목을 추출하여 전문가 5인에 의해 추출된 항목에 대한 안면 타당도로 검증한 후 홀리스틱 교육관점에 따른 실과교과서 분석 준거를 개발하였고, 개발된 분석준거에 근거하여 실과교육 전문가 3인에 의해 2개 출판사의 5학년과 6학년 실과교과서와 교사용 지도서를 분석하였으며 그 결과는 다음과 같다. 첫째, 홀리스틱 교육관점에 따른 실과교과서 분석 준거로서 홀리스틱 교육 내용으로는 ‘인간성 개발’, ‘개성 존중’, ‘경험 학습’, ‘선택 자유’, ‘민주주의’, ‘지구시민’, ‘지구생명권’, ‘정신성’의 8항목을 추출하였고, 홀리스틱 교육 방법 항목으로는 ‘신체적 접근’, ‘이미지적 접근’, ‘사고적 접근’, ‘공동작업’, ‘종합적 접근’의 5항목을 추출하였다. 둘째, 개발된 분석준거에 근거하여 2개 출판사의 실과교과서를 분석한 결과 홀리스틱 교육 내용 항목과 홀리스틱 교육 방법 항목에서 출판사 간에 차이가 크지 않았다. 그러나 홀리스틱 교육 내용 항목과 홀리스틱 교육 방법 항목에서는 두 출판사 모두 대단원별로 차이점이 있었다. 결론적으로 실과교과서가 처음 검인정 교과서로 전환되면서 각 출판사의 실과교과서가 각각의 뚜렷한 특성을 가지지 못하는 한계를 보이고 있었으며 아직까지 실과 교과서를 하나의 관점에서 분석하는 것에는 한계가 있음을 알 수 있었다. 따라서 본 연구 결과를 토대로 실과교과서를 개발하고 각 학교의 특성에 맞는 실과교과서를 선정할 때 홀리스틱 교육 관점이 하나의 방법으로서 도움이 될 것으로 여겨진다.

홀리스틱 영성교육과 무용교육의 관계연구

박수현 한국무용교육학회 2015 韓國舞踊敎育學會誌 Vol.26 No.2

The modern education is based on the philosophy of modernism and atomism. Because of that, value-free ideas, banking education, the crisis of ecological system occurred. It is required to start the humanistic education that emphasizes the meaning of life and introspective perception. 'Holistic Education', which came from holistic paradigm, insists connection, inclusiveness, and wholeness of human education. Therefore, holistic education cultivates body, mind, emotion, creativity, spirituality, aesthetic education and ecologic ideas. Dance can awake the spirituality in one's mind and bring community together. 'Holistic Dance Education' shares the idea with holistic education. Holistic dance education aims at cultivating body, emotion, intelligence, creativity, spirituality, ecologic ideas, connection, inclusiveness, and community through dance. Each goal is not separated but connected to each other. Spirituality exists as the center of holistic education and holistic dance education.

홀리스틱교육의 시각에서 Equinox Holistic Alternative School의 환경교육 수업모형 개발

명지원(Myung, JiWon) 학습자중심교과교육학회 2016 학습자중심교과교육연구 Vol.16 No.2

본 연구는 21세기 교육의 대안으로 인식되고 있는 홀리스틱교육의 시각에서 홀리 스틱교육의 대명사인 캐나다 토론토의 Equinox Holistic Alternative School의 교육과정 및 교수 학습 원리를 통해 홀리스틱교육 수업 모형을 개발하는 것이다. 객관적 실증주의에 기초한 모더니즘의 교육은 인간 내외의 관계성과 영성 및 지성교육에 소홀했다. 이러한 교육의 핵심이 환경교육이다. 홀리스틱교육은 인간 본연의 영성을 추구하고, 그러한 관계성을 지각하고 실천하는 영성교육을 위하여 환경교육은 홀리 스틱교육의 지향을 구현하는 핵심 영역이라고 할 수 있다. 환경교육으로서의 홀리스틱교육은 필연적으로 나와 타인 및 인류와의 연계 속에 사회문제에 대하여 문제의식을 가지고 문제를 해결할 수 있는 사회정의에 대한 인식과 실천 능력을 기르는 교육이다. 홀리스틱교육은 개인 내외의 조화로운 교육을 통한 영성을 길러 공동체의 사회정의를 지향하는 교육으로서 우리 교육에 시사하는 바가 크다. The aim of this study is to develop class model of Equinox Holistic Alternative School from the perspective of holistic education. Holistic education can be considered as an alternative approach to solve these problems of modernistic education, and at the same time seeks to restore the wholeness of human being with an emphasis on spirituality and meaning. Human nature is an indivisible unity. What we are convinced of the make-up of our human nature largely determines what we are convinced about our educational philosophy. In Korea, the harmful effect of college entrance examination system blocks normal school education and destroys whole-being education and prompting private tutoring for college entrance exams. In this regard, holistic education expands the perspective and raise possibilities of public education and the educational importance of inner life by offering the viewpoint of relationship of humanview, socialview, and worldview. The environmental education as holistic education has multi-level and multi-dimensional properties. Therefore, it needs to be a various approach. Holistic education suggests transdisciplinary approach for environmental education. Following this viewpoint, this research is carried out through integrating Enneagram and storytelling model into a holistic model for the integrative effect of education.

통전적 기독교교육의 모색: 삼위일체론적 모델의 기독교교육을 중심으로

장신근 장로회신학대학교 장로회신학대학교 2009 장신논단 Vol.0 No.34

This study aims to construct a holistic model of Christian education in dialogue with the doctrine of the Trinity. The doctrine of the Trinity plays a significant role in seeking a holistic model of Christian education. First, it is a theology that passionately seeks to resolve various contemporary challenges to human beings and the world recognizing that the answer to them lies in the redemptive work of the triune God. The doctrine of the Trinity allows us to possess a more holistic form of theology and faith that go beyond redemption of individual souls alone. In this vein, the doctrine of the Trinity gives Christian education a more balanced and comprehensive content or scope of education. In addition to the aspect of contents, Trinitarian theology also provides such principles as relational personhood, koinonal community, mutually indwelling resonance, symphathetic solidarity, inclusive openness, incarnational participation, and eschatological doxology. All of them help current Christian education resolve such strict dichotomies as: theory vs. praxis, knowing vs. doing, individual vs. community, intentional teaching vs. socialization, and knowledge vs. personhood; as well as fragmentations among intellect, emotion, will, and spirituality, and division of the contexts of Christian education. In constructing the holistic model of Christian education, the first and second chapters deal with the relationship between identity and relationship (or integrity and intelligibility) revealed in the history of Christian education or religious education from the beginning of 20th century to the current years. Third chapter explores the implications of the doctrine of the Trinity in posing a holistic model of Christian education. Fourth chapter critically investigates several Christian educators who developed the theories of Christian education in conversation with the doctrine of the Trinity since the 1960s. Fifth chapter poses a holistic model of Christian education in terms of the previous discussions, focusing on educational goals, educational contents, roles of teacher and learner, contexts of education, teaching-learning, and interdisciplinary dialogue.

홀리스틱교육 관점에서의 유아교육 활동

명지원(Myung Ji-Won) 한국열린유아교육학회 2007 열린유아교육연구 Vol.12 No.4

이 논문의 목적은 21세기 대안적 교육패러다임인 홀리스틴교육의 시각에서 유아교육의 활동을 모색하는 것이다. 기계론적이며, 객관주의에 입각한 지식편증 교육, 수동적 존재로서의 인간관을 가진 모더니즘교육의 한계를 극복하고자 지난 20세기 후반부터 '관계[연계]'와 '생명'을 중시하는 21세기 대안적 교육패러다임인 홀리스틱교육(holistic education)이 등장했다. 홀리스틱 패러다임은 "병든 사회, 병든 환경, 병든 교육의 원인은 같다"라는 구호를 바탕으로, 학습자 개인의 내적, 외적 및 삶과 죽음의 문제와 궁극적 존재와의 관계를 아우르는 생태학적이며, 영적[정신성] 본질의 추구를 목적한다. 자신과의 관계, 타인과의 관계, 사회 및 공동체, 전 인류 및 우주의 차원까지 시각을 넓혀 인간 본연의 깊은 깨달음에 이르는 교육을 추구한다. 홀리스틱 교육의 시각에서 유아교육의 활동은 유아 고유의 특성을 존중하고, '관계성'을 인식함과 아울러 생명을 중시하며, '지금 여기'(here and now)에서의 행복을 느끼는 생태학적 소양(ecological literacy)을 기르는 교육이 요청된다. 또한 유아 자신의 내적 경험과 변용(transformation)의 관계를 통한 지속적인 변화의 과정을 인식하고, 직관의 연계, 심신의 연계, 교과영역간의 연계, 공동체와의 연계, 지구와의 연계, 자기(Self)와의 연계를 통한 자기 존재를 긍정적으로 인식하는 '되어감'(becoming)의 존재로서의 행복을 체험하는 교육이다. The aim of this study is to find directions for infant education from the viewpoints of holistic education, which is now considered an alternative approach to modernistic education. Holistic education can be considered as an alternative approach to solve these problems of modernistic education, and at the same time seeks to restore the wholeness of human being with an emphasis on spirituality and meaning. The activity of infant education from the viewpoints of holistic education is to respect the characteristic of an infant, recognize sense of connection, value life above everything else. The focus of holistic infant education is on relationships: the relationship between linear thinking and intuition, the relationship between mind and body, the relationships among various domains of knowledge, the relationship between the individual and community, the relationship to the earth, and the relationship between self and Self. Korean infant education is an education for the whole being. Holistic education offers a perspective that would be the norm for preserving the original purpose of infant education. Korean infant education in holistic perspective in 21c is demanded understanding of infants as beings that connect the internal, external aspects and the beyond; that realize the relationship between life and death and the meanings of life. This is the request of holistic perspective which is ecological thinking that views balance and inclusiveness as a big picture.

A study on the relation between holistic spiritual education and dance education

( Soo Hyun Park ) 한국무용교육학회 2015 韓國舞踊敎育學會誌 Vol.26 No.2

The modern education is based on the philosophy of modernism and atomism. Because of that, value-free ideas, banking education, the crisis of ecological system occurred. It is required to start the humanistic education that emphasizes the meaning of life and introspective perception. ``Holistic Education``, which came from holistic paradigm, insists connection, inclusiveness, and wholeness of human education. Therefore, holistic education cultivates body, mind, emotion, creativity, spirituality, aesthetic education and ecologic ideas. Dance can awake the spirituality in one``s mind and bring community together. ``Holistic Dance Education`` shares the idea with holistic education. Holistic dance education aims at cultivating body, emotion, intelligence, creativity, spirituality, ecologic ideas, connection, inclusiveness, and community through dance. Each goal is not separated but connected to each other. Spirituality exists as the center of holistic education and holistic dance education.

홀리스틱 전인 양성을 위한 인성교육의 방향

명지원(Myung Ji Won) 한국홀리스틱융합교육학회 2015 홀리스틱융합교육연구 Vol.19 No.4

이 연구는 현 한국교육의 이슈인 인성교육을 홀리스틱 교육의 시각에서 인식하고 대안을 모색하는 것을 목적으로 한다. OECD국가들 중 청소년자살률 1위와 학교폭력 등 우리나라 공교육에 대한 우려의 목소리가 높은 현실에서 인성교육을 제도화하는 교육 당국의 인성교육에 대한 우려의 목소리가 높다. 21세기를 위한 대안교육으로서 인식되고 있는 홀리스틱 교육은 작금의 인성교육과 관련한 논의에 어떠한 의의를 갖는가. 홀리스틱 교육은 지덕체, 지영체, 지정의 등 인간의 삼원적 존재차원에서 우리나라 교육에서 그동안 소홀히해 온 영성교육, 즉 관계성(connection)을 핵심으로 한 인간내적 그리고 외적 존재의 연계성의 자각과 회복의 교육을 위해 나로부터 우리 이웃, 사회, 국가, 아시아, 지구를 넘어 온 우주를 아우르는 사고를 진작하는 교육을 추구한다. 캐나다 토론토의 Equinox Holistic Alternative School은 관계성을 바탕으로 학교와 지역사회, 지구 그리고 개인의 내면의 자각과 영성을 기르는 교육으로 우리 교육에 귀중한 시사를 한다. 결국 홀리스틱 전인 인성교육은 교사와 학생, 그리고 그를 둘러싼 사회의 홀리스틱한 환경 조성을 통한 학습공동체의 형성을 통하여 이룰 수 있다. The aim of this study is to illuminate character education that is now a big issue in Korea from the perspective of holistic education that is recognized as an alternative education for the 21st century now. Why has been character education emerged as an issue? What is the background character education has emerged as an issue of education? what is the implication of holistic education for korea education? These questions are key questions of this study, and the answer to these questions are keys to solve our country's educational problems. The request for character education in our country is to, regardless of social background and the political controversy in Korea, be considered as request to the request for the essence of education. EHAS is a typical example of a holistic education. Educational philosophy, the range of the curriculum, teaching methods and the like are seeking freedom and equality, and social justice. Character Education is not simply formed by the transfer of knowledge and but by responsibility through holistic thinking and positive action. Discussion of character education from the perspective of holistic education should be to raise creative abilities and critical thinking, and it will have to be implemented by the learning community

홀리스틱교육 시각에서의 전인교육의 재개념화

명지원(Myung, JiWon) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.4

이 논문은 21세기 대안교육으로 일컬어지는 홀리스틱교육과 홀리스틱교육의 이념과 철학을 바탕으로 설립한 토론토 소재 Equinox Holistic Alternative School(EHAS)의 교육철학, 교육과정, 교수학습원리를 교육목적, 교육내용, 교육방법, 교육평가의 실제가 우리 교육현실에 시사하는 바와 적용 가능성을 살피는 것을 전인교육의 재개념화라고 용어 정의하고, 전인교육으로서의 지영체, 지덕체, 지정의 등 인간의 존재차원의 통합적 접근으로서, 우리 교육의 나아갈 바에 대한 방향성을 제시하는 것을 목적으로 한다. 홀리스틱교육은 균형(balance), 포괄(inclusion), 연계(connection)를 이론적 토대로 하며, 존재하는 모든 것은 깊고 넓은 차원에서 서로 생태학적으로 연계되어 있으며, 한 개인의 삶과 안녕은 자신의 내면세계의 성찰과 자신을 둘러싼 생물 비생물과의 연계 의식과, 그 연계의식에 대한 책임을 다하는 실천을 강조하는 교육으로, 연계와 관계적 사고에 대한 통찰을 영성이라고 한다. 홀리스틱교육은 내적 존재와 한 인간을 둘러싼 환경의 조화로운 발달을 통한 자신과 환경에 대한 책임의식을 키우는 정의 교육을 중시한다. 반면 우리 교육목적의 문제는 성문화된 문서에 기록된 전인교육으로서의 인간교육과 달리 실제는 교사, 부모, 학생이 출세지향적이라고 하는 것이다. 교육목적은 교육내용, 교육방법, 교육평가를 규정하리만치 큰 영향을 끼친다. EHAS는 홀리스틱교육의 시각에서 관계성을 바탕으로 학습자의 영성과 자신의 삶에 대한 책임의식, 자신을 둘러싼 인간교육을 위한 교육이다. 이는 제4차산업혁명시대를 살아가는 우리 교육의 목적, 내용, 방법, 평가라는 차원에서 우리 교육의 전인성에 대한 근본적 성찰을 요청하는 교육이라 할 것이다. This paper examines the educational philosophy, curriculum, and teaching and learning principles of the Equinox Holistic Alternative School (EHAS) in Toronto based on the ideology and philosophy of holistic education and holistic education referred to as alternative education in the 21st century. In view of educational purpose, contents of education, methods of education, and evaluation of educational evaluation, we try to reconceptualize it as our previous education by introducing acceptable contents of education. It is necessary for us to look at the process of education: the purpose of education, contents of education, method of education, evaluation of education, and the core of these four areas. Holistic education is based on the balance, inclusion, and connection. Everything that exists is ecologically connected to each other on a deep and broad level. An individual s life and well-being are his inner world And the practice of fulfilling responsibility for the linkage consciousness and the linking consciousness with the living biodiversity surrounding myself. The problem of the educational purpose of our education is that the teachers, parents, and students are trend - oriented, unlike human education which is recorded in codified documents. The purpose of education has a great influence on the contents of education, methods of education and evaluation of education. EHAS formally teaches and educates the relationship between the curriculum and teaching and learning principles from the perspective of holistic education. In this paper, the re-conceptualization of the holistic education shows that the merits of holistic education and EHAS education can be applied to the reality of our education. It is the theoretical of our education to nurture 21st century talent It is intended to develop and promote.