포스트모더니즘의 知識論

최정웅 대구효성가톨릭대학교 1995 연구논문집 Vol.51 No.1

Kant와 Pestalozzi의 敎育思想比較

崔定雄 대구효성가톨릭대학교 1981 연구논문집 Vol.23 No.1

The main purpose of this article is to make a comparative study of the educational thought and Philosophy about Kant and Pestalozzi that have influenced the theory of modrn education. This study is divided into seven parts: 1. Preface 2. Foundation of Kant's educational thought ① nature ② man ③God 3. Foundation of Pestalozzi's educational thought ① nature ② man ③God 4. Kant's educational thought 5. pestalozzi's educational thought 6. Comparative study related Kant and Pestalozzi ① some points ② different points 7. Conclusions The results obtained are as follows: Kant and Pestalozzi believed that the process of developing each man's potential powers could be accomploshed through the medium of education. Man can only become human by education. It is noticeable that man is only educated by man-that is, by man who have themselves been educated. The same points are as follows: They believed that the growth of man and his powers is the work of God, nature and man. The education of man is moral. It is the product of the freedom of human will, in so far as it has a great deal of influence upon the unfolding of man's powers and dispositions. Difference between Kant and postalozzi are as followt: Kant says that all concepts have their seat and origin in reason completely a priori. They cannot be abstracted from any empirical. Pestalozzi says that all our Knowledge is a result of sensory experience.

Kant 思想에 있어서 敎育과 道德의 問題

崔定雄 대구효성가톨릭대학교 1986 연구논문집 Vol.32 No.1

The main purpose of this article is to study of the educational thought and morals in Kant's thought that have influenced the theory of modern education. This Study is divided into five parts: 1. preface 2. Foundation of morals and educational thoughts ① nature ② man ③ God ④ freedom 3. moral educational thought ① theory of moral ② theory of moral education 4. Educational thoughts ① Ideas of education ② curriculum and method of education 5. conclusion Bibliography The problems of education and morals in Kant's thought can be summerized as follows. 1. Kant's ideas spring from Empircism of England and Rationalism of European Continent. Nature, man, God and freedom are the source from which I have inquired about the foundation of education and moral thinking. These Sources operate in Antinomy, therefore Kantian thinking is often said to be dualistic 2. Kant's ethical laws borrow nothing whatever from experience, but applies a priori to rational beings. Kant found a new principle for the ethical absolute. These laws are expressed in Imperatives. Imperatives are of two kinds. Hypothetical Imperatives presuppose an en. Categorical Imperatives on the other hand lay claim to Universal validity. 3. Obligation and laws of moral are inseparable. These laws of moral lies in the will, freedom and Reason. 4. Kant believes that the process of developing, each main's potential powers could be accomplished through the medium of education. Man can only become human by education. It is noticeable that man is only educated by man, that is, by man who have themselves been educated.

自然主義 敎育의 理念과 方法 : Rousseau의 Emile을 中心으로

崔定雄 대구효성가톨릭대학교 1987 연구논문집 Vol.34 No.1

The purpose of this study is to find the idea and method of naturalistic education in Rousseau's Emile. This study is divided into five parts: 1. preface 2. educational ideas: ① points of view about traditional deucation ② Meanings of education ③ goals of deucation ④ moral value as educational idea ⑤ view of teacher as practitioner of educational thoughts. 3. Educational contents 4. Educational Methods : ① general principles of method ② educational method with developmental period. - ① period of infant ② period of childhood ③ period of boyhood ④ peroid of adolescence ⑤ period of adult. 5. Conslusion. The Educational idea and method in Rousseau's Emile can be summerized as follows: Rousseau's ideas spring from idealism of Plato, empriicism and formal discipline in Locke's thoughts and sense Realism of Comenius. Rousseau's break with Rationalism or Encyclopedists was by no means a repudiation of the function of reason. He saw that the faculty of reason was selfish, cynical and contemptuous of the masses of humanity. Rousseau pointed out the changes necessary in the state, church, family life and school in order t bring them back to the fundamental principles of nature. He saw that through all centuries the theory and practice of education had been determined from the standpoint of adult interests and adult social life. Therefore he boldly assailed this basic assumption as not only false and harmful. In the place of the ideas and views of the adult, he substituted the needs and activities of the child and the natural course of development. Rousseau says that education comes to us from nature, from men and from things. He is regarding nature as equivalent ot endowment. He also says man is by nature good, God makes all things good, What is, is good. Our first impulses are always good. Naturalism aimed at the preservation of the natural goodness and virtues of the individual. The naturalist stands for a democratic and universal type of education. Naturalism emphasizes the importance of physical education and health training. The need for moral education is recognized but is to be acquired naturally. Rational moral education is tabooed. Moral education is to be a matter of experience rather than of instruction. Intellectual educationis limited to the training of the senses. Rousseau approved Robinson Crusoe as the only desirable textbook. As a child grow older, intellectual subject matter is brought into educational contents. The Naturalism to educational method lies in its emphasis upon making the child the center of the process. Nature is the keynote of his method. Rousseau demanded an deucational process which would consist of the unhampered and unrestrained growth of the native powers and capacities of the children. Ins truction based upon a study of the native equipment, the natural instincts, natural interests, self activities and natural activities of the children. The education of children is determined by the five periods of development. Each stage has its own dominant faculty which emerges and becomes the mainspring in life. Education begins at birth or before. The first period of five years is concerned primarily with the growth of the body, motor activities, sense preception and feeling. The second period is the childhood. The education of this stage is physical and sensory training. The third period is the boyhood. This stage is transition between childhood and adolescence. The period from 12 to 15 Rouseau called the age of Robinson crusoe. The fourth period is the Adolescence. The period from 15 to 20 Rouseau called the age of reason and sex. Rousseau says in Emile. This period is our second birth. We are born twice, once for existing and again for living, once for species and again for sex. Adolescent education is disigned to prepare for the moral and social order in which he must play his part. The Method which Rousseau recommends is commonly identified with the heuristic method. It is a method of discovery.

Frobel의 幼兒敎育의 本質

崔定雄 대구효성가톨릭대학교 1982 연구논문집 Vol.25 No.1

Diese Arbeit stellt sich die Aufgabe, die Grundlage und den Hintergrund des Frobels Kindererziehungslehre und dessen Idee und System klar zu machen. Der Hintergrund seines Gedanken uber die Kindererziehungslehre bildet sich aus dem sozialgedankenen Stand und Erziehungsgeschichten. Das Streben nach Einheit bringt Frobel in der Nahe der nachkantischen Philosophie. Wir spuren einen Nachklang von Fichtes "Reden an die deutschen Nation." Das Hauptmerkmal der Erziehungslehre Fictes, die Betonung der Selbsttatigkeit, ist zugeich ein Hauptmerkmal der Frobelschen Erziehungslehre. Das Unternehmen Schellings, die Natur als Einheit zu betrachten, vermag zwar dem philosophischen Streben Frobels Befriedigung zu gewahren. Schiller faBt die Kunst selber als ein Spiel auf Frobel teilt stimmt mit Schiller uverein in der Ansicht, daB Kunst und Spiel in enger Beziehung stehen. Er wrude Pestalozzianer bbekannt. Der Gedanke der Eraiehung stand Mittelpunkt Pestalozzis Frobelschen Denkens. Frobel war durch seine Geistesart so inning mit der philosophie seiner Zeitverbunden. Das heiBt Ideenphilosophie. Bei Pestalozzi ash Frobel erst, was es hieBe, den Menschen seiner Natur nach zu erziehen und zu unterrichten, seine krafte und Anlagen nach den For derungen ihrer Natur zu entwickeln. Man spurt die Nahe von Rousseau-Im Grunde gut sind. Nach Frobel ist das Ewige das Eine, Sich-selbst-Gleiche, es ist ohne irgend eine Differenz. Frobels Metaphysik ist Einheitsphilosophie. Diese Einheit ist Gott. Gott ist der Grund aller Dinge. Das Gute, Gott als Urgrund aller Dinge wurde erkannt, weshalb sich aus alles als gut bewahrte, was aus seinem Wesen hervorging. Die Religion bringt dem Menschen vollkommende Einigkeit mit sich selbst. Die Metaphysik ist bei Frobel die Einheit und das Alle Gott und die Natur steht der Mensch zwischen beiden selbst. Gott und Natur, Natur und Gott zu vermitteln versuchte der Mensch seiner Bestimmung. Das bildet das Gesetz des stets Dreieinigen: Gott, Natur und Menschheit Allheit, Einheit und Einzelnheit Fuhlen, Denken und Handeln Wissenden und Lehrenden, Wirkenden, Schaffenden. Nach frobel ist das ziel der Erziehung dem religiosen Menschen erreichbar. Frobel betrachtet die gottlichen Ordnung, die sich in allem findet. Alle Dinge sind hervorgegangen aus Gott. In Allem ruht, wirkt, herrscht Gottliches, Gott. Alles besteht durch Gott. Alle Dinge sind dadurch, daB Gottliches in ihnen wirkt. Forbel hatte geahnt: Natur und Geist sind im Grunde dasselbe. Das Wesen des Menschen ist das im Gott wirkende Gottliche. Die Bestimmung des Menschen ist daher, daB in ihm wirkende Gottliche zur Darstellung zu bringen. Die Menschen sind also Kinder Gottes, sie tragen das Wesen ihres Schopfers, ihres Vaters, and sich und sollen das in sie gepflanzte Gottliche zur Darstellung bringen. Jeder Mensch ist das Kind Gottes zugleich zuch ein Glied der Menschheit Frobel, der der Meinung ist, daB die Erziehung des Kindes mit der Geburt beginnen und auf Stufe der Kindheit in den Handen der Mutter und des Vaters liegen mussen, erkennt deutlich. Der Zweck der Erziehung kann einzig und allein sein, den Menschen seiner Bestimmung, seinem Beruf zu zufuhren. Der Zweck der Erziehung ist die Darstellung eines berufstreuen, reinen, unverletzen und derum heiligen Lebens. Die Erziehung soll den Menschen zur Erkenntnis seiner selbst und des Menschen, zur Erkenntnis Gottes und der Natur fuhren und damit wird der Zusammenhang der Selbsterkenntnis mit dem sittlichen Handeln angedeutet. Darun ist das Ziel der Erziehung die Selbsterkenntnis Frobels Kindererziehung slehre zieht eine Folgerung aus dem Gedanken der NaturgemaBheit. Selbsttatigkeit der Kinder und diese zur Grundlage aller Erkenntnis zu machen ist das Verdienst Frobels. Durch das Spiel kann das Kind von sich aus, das Ziel der Erziehung erreichen. Das spiel tragt einen padagogischen Sinn und eine bildende Kraft in sich. Es gestattet die Darstellung des Innern. Diese Darstellung des Innern ist das Ziel der Erziebung. Das Spiel ist zugleich Wdg und Ziel. An der Hand dieser Gaben sollen sich Geist und Korper entwickeln. Frobel hat die Gaben geschaffen, die dem Kinde dargereicht werden: sie sollen einerseits dem kleinen Kinfr fir geeigneten Sinnesesindrucke bieten und ihm andererseits auch Gelegenheit zur Selbsttatigkeit verschaffen. Und dennoch haben Frobels Kindererziehungslehre einige Problem. Seine Kindererziehungslehre ist von vielen Padagogen kritisiert. Das heiBt: religiosen und Philosophischen Mystik, die Unwissenschaftlichkeit, die Spekulation.

F. Froebel의 유치원 교사교육에 관한 연구

최정웅,정인숙 대구효성카돌릭대학교사회과학연구소 1999 사회과학연구 Vol.6 No.-

The Purpose of this study; 1. To examine Foebel’s educational thought, 2. To analize his kindergarten education, 3. To apprehend his children’s educators training principles. The point of Froebel’s educational theory is united into God that is the origin and super intendent of everything. Froebel’s educational method is following creative self-activity principle which is decided by children themselves. Accordingly, he recognizes as important the value of Kindergarten education. Kindergarten is the surest means, the most correct way, the simplest method of general elevation and ennobling, clear accomplishment and beautiful representation of genuine family life in all conditions and relations, as the single, true fount of contented individual life, joyful social life, free public life, and united life of humanity. So he plan and build up children’s educator training school for kindergarten education. The view of the children’s educator, the training school for children’s educators and principles of training was that froebel’s educational thought, especially children’s educational thought.

Pestalozzi의 도덕교육에 관한 연구

최정웅,강진소 한국교육학회 대구·경북지회 2000 교육학논총 Vol.21 No.2

This study was carried out in order to define and introduce Pestalozzi's educational thought, moral education and influencing aspect to the modern education. The procedure used in this paper was to analyze, organize, and synthesize Pestalozzi's epistemology. A review of many available literatures were made of Pestalozzian epistemology and implication were described as they relate to the problem of this study in the context of early childhood moral education. Pestalozzi's education method sought to educate the totality of the human, and to develop the substantial personality of the child, desires, needs, ideas, and hopes. Petalozzi's philosophy and education method describe the life and career on which based on his ideas and explain moral, intellectual and physical education and how they relate to each other. Pestalozzi's philosophy and method moral education represents that identifies Pestalozzi's three natures of humanity, discusses moral education and presents morality as the work of man.

영국의 교육

최정웅,조은미 대구효성가톨릭대학교 교육연구소 1994 교육연구논집 Vol.3 No.-

M. Montessori 幼兒敎育思想에 關한 序說的 硏究

崔定雄 대구효성가톨릭 대학교 1983 연구논문집 Vol.27 No.1

I have studied on early-childhood educational Ideas of Maria Montessori. The aims of this monograph are to examine generally the educational doctrines practised y Montessori, so as, first, to find on the foundation of her educational, special educational and ideal background. Second, to ascertain basic viewpoint of Montessori education Third to see 1) the theories of children 2) theories of child development 3) theories of education A) The essence of education B) Curriculum of education C) Montessori's education method. 4) theories of teacher As a Italien educator, Doctor of Medicine and Physician, Montessori's Work brought her into contact with children who were regarded as mentally handicapped. Also, Montessori is regarded as one of the most brilliant and original educators of the 19th and 20th Centuries. The educational background of her education is influenced by Cecil Redie , Domolin's, Herman Lietz, Ellen Key. And she is influenced also by Itard and Seguin for the educational idiots in special education. Montessori accomplished her educational theory under the influence of various thoughts. she is influenced by Comenius, Rousseau, Pestalozzi, Frobel and she is influenced by Naturalism, Kant, Fichte, Schelling, Hegels rationalism, traditionalism and progressivism of education positivism of Saint-Simon, Comte, liberalism, Darwinism and life-philosophy of Schopenhauer, Nietzsche, Bergson, Dilthey, Spranger. Especially she is influenced by Wilhelm Wundt's psychology and Freud's Psychiatry. The essence of her educational theories and practice is marked as a whole by Ntur, God, Man, Freedom and environment. Montessori's curriculum includes several major types of activities and experiences: practical life sensory education and formal skills and studies The formal skills and subjects included reading, writing arithmetic and verbal learning. And the centered subjects are music, painting, design, manual arts, history, geography and natural studies. Montessori's Method is based on a number of pedagogical insights that she developed from school practice at Casa dei Bambini. She regarded very iportant specially prepared environment, education materials and learning exercises developed sensory and muscular coordination. And she regarded self-education, auto education and motor education by spontaneous discipline and self-activity. Montessori teacher become a assistant and guardian for children. All education centered a child teacher is not so much a director but a follower. Teacher relies heavily on the principles of free choice.

시각장애인용 점자학습기 개발에 관한 연구

최태종,장병태,김정국,허웅 명지대학교 산업기술연구소 2001 産業技術硏究所論文集 Vol.20 No.-

This paper descirbes a Braille training system that helps to learn braille effectively. The system converts written text to voice and exerts braille tactile pins simultaneously according to the text. The system consists of a voice sysnthesis device for converting text to voice, tactile device, and software to control the devices. The tactile device includes a control unit, pin array, pin action generator, serial port, and a power supply, and the tactile pins are exerted by solenoid. The Braille training system has been used to teach braille to people who do not know braille at all. It is found that the group of people who learned braille with the system showed much better braille recognition capability compared to the group who learned braille by traditional method. Therefore, the Braille training system can be effective in learning braille.