상담에 있어서 Viktor Frankl 의 의미요법에 관한 연구

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

The purpose of this study is to reexamine logotherapy of Viktor Frankl which is one of approach methods in counseling in the modern meaning. Viktor Frankl who contributed to the existentialism approach in counseling has presented logotherapy which is a new psychotherapy emphasizing the possibility of human being, and the freedom of will of human. What contents to deal with this study, it presents the historical, philosophical backgrounds of logotherapy, the basic concept of logotherapy, and the principle of logotherapy. Logotherapy which is based on the philosophy of existentialism is concerned in the meaning transcending beyond existence or being, and explains the freedom of will, the will to meaning, and the meaning of life in fundamental ideas. Doing against pan-determinism ignoring the ability of the freedom of choice of human, human though facing any situations, having the freedom of will about the attitude to take the situations, it depending on himself whether human can achive the meaning or not, has the will to meaning. According to the specific situations of each, the meaning of life being various, the individual meaning of life of each can not be alternated and is unique. All techniques of logotherapy are based on capacity of self-transcendence and self-detachment which is essential characters of human existence. As to the representative examples of technique, it is said that dereflection and paradoxical intention. Logotherapy lays emphasis on meaning discovery of human existence rather than the cause to symptoms as non-cause therapy.

포스트모더니즘의 知識論

최정웅 대구효성가톨릭대학교 1995 연구논문집 Vol.51 No.1

이데올로기의 갈등과 敎育의 問題

崔定雄 효성여자대학교 학생생활지도연구소 1988 生活硏究 Vol.6 No.-

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.

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.

Pestalozzi 敎育思想의 探究

崔定雄 新羅大學校 1978 論文集 Vol.6 No.-

The aim of this article is to make a study of the educational thoughts and philosophy of Pestalozzi that have influenced the theory of modern education. The thoughts of Pestalozzi must begin with individual person and only by elevating the individual person can one hope to improve the conditions of society. He considered the work done by the church, school, government, the home, and social organizations. These various agencies aim to develop the individual member of society toward independence and moral perfection so that he can live the happy and the virtuous life and help to elevate society. He firmly believed that the process of developing each man's potential powers could be accomplished through the medium of education. He thinks human nature as an organized totality and, although its three basic aspects of intellectual, moral and physical development proceed independently, they must, nevertheless, develop harmoniously to form an integrate personality. He classified the process of human development into three stages: animal, social and moral. He saw that the ultimate aim of education was to educate the people into autonomous men of morality. His educational theory and methods have spread to Germany France, England, the U.S, Russia, Poland, Spain, Italy through his disciples and many others. Rousseau, the vagabond genius of Geneva, and Pestalozzi the philanthropic educator of Zurich, have exerted the greater influence upon modern society. Both were dreamers moved by a deep sympathy for downtrodden men specially, Pestalozzi was altruism. He was "all for others, nothing for himself. "Such was the final eulogy of his grateful countrymen.

온라인 게시판에 나타난 과학영재들의 고민유형 분석

최정웅,유미현 한국과학영재교육학회 2012 과학영재교육 Vol.4 No.2

The purpose of this research was analyzing scientifically gifted students’worries showed from online bulletin board and getting implications. For this purpose, we opened the internet cafe with private boards on D portal website and let 12 scientifically gifted students write freely about their worries. To comprehend their worries, we used "contextanalyzing method" based on sentences which they described, and observed how their context was revealed in detail by analyzing their concrete worries examples qualitatively. Through additional questionnaire, we tried to understand individual features as well as the personal situation of each scientifically gifted students. The results are as follows. First of all, 207 worries shown from online article were classified into 5 categories and 20 subcategories. The frequency of worry was highly revealed from school, personal, the Gifted Education Center, home and external test in order. Analyzing the worries according to each categories, it showed the relative significance of worries and factors that should be given much weight in science-gifted counseling or education. Second, the context and intensity of worries were expressed in various ways analyzing according to the worry-instance analysis method. In conclusion, it proved that online bulletin board could be valuably utilized as a preventive counseling method understanding scientifically gifted students and communicating with them. 본 연구의 목적은 온라인 게시판에 나타난 과학영재들의 고민을 분석하고 시사점을 얻는 것이다. 이러한목적을 위해 D포털 사이트에 온라인 카페를 개설한 후 12명의 과학영재 학생들이 자유롭게 그들의 고민에 대해글을 쓰도록 하였다. 과학영재들의 고민을 이해하기 위해 그들이 기술한 문장을 중심으로 내용 분석법을 사용하였고, 고민 사례를 질적으로 분석하여 고민내용이 구체적으로 어떻게 드러나는지 살펴보았다. 추가적인 설문지를통해 과학영재의 개인적 상황뿐 아니라 개인적 성격 특성을 이해하려고 하였다. 연구 결과 얻어진 결론은 다음과같다. 첫째, 과학영재 학생들의 고민 글을 분석한 결과 207건의 고민이 5가지 장면, 20개 영역으로 분류되었다. 학교, 개인, 영재교육기관, 가정, 외부시험 장면 순서로 고민의 빈도가 높게 나타났다. 또한 장면별 고민 분석을통해 고민 영역의 상대적 중요성과 과학영재를 위한 상담이나 교육에 있어 비중 있게 다루어야 하는 요인들을 보여주었다. 둘째, 고민사례 분석을 실시한 결과 고민의 내용과 강도가 다양하게 나타났음을 알 수 있었다. 이러한결과를 종합해 볼 때 온라인 게시판이 영재를 이해하고 그들과 소통할 수 있는 새로운 장을 열어주며, 예방적 상담 방법으로 가치 있게 활용될 수 있음을 보여준다.

포스트모더니즘의 敎育論

崔定雄 대구효성카돌릭대학교사회과학연구소 1994 사회과학연구 Vol.3 No.-

Pestalozzi의 종교와 교육의 관계

최정웅 대구효성가톨릭대학교 1997 연구논문집 Vol.56 No.1

Diese Arbeit stellt sich die Aufgabe, zuerst die Grundbegriffe Pestalozzis Gedankens bildet sich aus drei von Mensch, Natur und Gott. Der Mensch als Wesen der Natur und der Gottlichkeit ist bei ihm das gegenstandliche und zustandliche Wesen, das lebt und handelt, das sinnliche willenhabende Wesen, das durch MaBigung, Anstrengung und Ringen zwischen Gut und Bose des Menschen unterscheidet. Pestalozzi sieht den Gott in Bezug auf den Menschen. Der Mensch kennt Gott, nur, insofem er den Menschen, das ist, sich selber kennt und ehrt Gott nur. Der Mensch als Werke seiner selbst lebt aus der Liebe, in der er sich in der nahesten Beaiehung auf Gott beaogen erfahrt. Auf Grund von der menschlichen Natur, dem Gott heiBt Natur und dem Gottmenschen setzt er sich den Gottmenschen zum Ziel des Menschen. Der Naturlichste ist und bleibt der Glaube als der Weg des Menschen zu sich selbst. Gott ist die naheste Beaiehung der Menschheit Pestalozzi sieht den Gott in Bezug auf den Menschen. Gott heiBt Naturlichkeit, Naturlichkeit heiBt Gottlichkit. Gott ist Liebe und wer in der Liebe bleibt, der bleibt in Gott und Gott bleibt in ihm. Der Gott meiner Hims ist ein Gotze. Gott ist der Gott meines Mutter, er ist der Gott meines Herzens, er ist der Gott ihres Herzens. Ich kenne keinen anderen Gott, der Gott meines Hims, ist ein Himgespinst. Glauben an Gott ist die Grundlagen alles Lebens aller Bildung, wenn dies beides zur Vollendung der Bestimmung des Menschen Fuhren soll. Gott ist fur die Menschen nur durch die Menschen ein Gott der Menschen. Pestalozzis Haltung und die Stellung von Religion, Erziehung und Sittlichkeit ist ubereinstimmende Beziehung vielmehr als einheitlichkeit. Religion muB Sache der Eraiehung und Sittlichkeit sein. Deswegen ist unzertrennlich von echter Sittlichkeit und Erziehung. Sie ist unumganglich notwendige Quelle alles Menschengluckes und mahnt zur religiosen Duldung. Sie ist fur Menschen selbst ein Werk der Natur und Lebenslehre und Leben selbst. Grundlage der Moralitat ist also innere Stimmung der Natr. Der intergrale Grundsatz "Das Leben bildet" enthalt die letzte padagogische Einsicht Pestalozzis. Die aufgabe der Eraiehung liegh daher in der Hilfe fur dei Naturlichkeit, in der diese ist zu such selbst erhoben wird. Die Ziele der Eraiehung ist die harmonische Ausbildung des Konnens. Er faBt die zielsetzenden Gedanken seiner Padagogik unter der Idee der Elementarbulbung zusammen. Die Wohnstube wird aus dem Zentrum ihres seines, der Muttlichkeit herausgerissen in das exzentrische mittelpunktlose miteinander Gesellschaftlichkeit. Liebe Gottes und der Menschen sind die Hauptlehren der Religion; Wer sie erfullt, hat Sinn und Kraft fur alles, sie ist des Gesetzes Erfullung wenn der Mensch sich vormimmt zu lieben, so ist er auf dem Wege Gottes. Liebe und Glaube sind einzigen Fundament der wahren Menschenbildung erklart. Pestalozzis Konzeption der Gemeinkraft wird in ihren inneren Struktur verstandlich durch die Verknupfung von drei Einsichten: das Geistige der menschennatur von Kopf, die Kunstkraft der Hand, und die sittlichen und religiosen Kraft des Herzens. Diese heiBen Wissen, Konnen und die sittlichen und religiosen Kraft des Herzens. Diese heiBen Wissen, Konnen und Wollen von Kopf, Herz und Hand vom reinen Fuhlen, richtigen Denken und vollendeten Konnen. Der Religionsunterricht, soweit er Katechismusunterricht ist, scheidet als Weckungsmittel der sittlich-religiosen Kraft fur die Schule Pestalozzis aus. Die wahre sittliche Elementarbildung fuhrt vemoge ihres Wesen zum Fuhlen, Tun und Praxis im Leben.

John Dewey의 經驗思想과 古典經驗論과의 比較硏究

崔定雄 新羅大學校 1972 論文集 Vol.1 No.-

-Synopsis-Summarying essentials This thesis is to aim to criticize classical Empiricism and Dewey's theory of Experience through comparing difference between Dewey's theory of Experience and classical Empiricism (ancient empiricism, british empiricism and kant's empiricism) Dewey's theory of Experience: Dewey's looks upon as dynamic experience which is called active passive affair. He places stress upon the interaction of organism and environment. 1) Experience is related to nature. 2) Experience holds social nature by virtue of Communication. 3) Experience is experiment. 4) Experience is growth. 5) Experience can't be separate from reason. The principle of Experience; 1) the principle of interaction 2) the principle of continuity 3) the principle of growth 4) the principle of habit. Experience has relation to thinking, intelligence by means of human behavior, which take place within a certain situation. By intelligence; experience and thinking make for their ways to the desirable experience and thinking. men of old time regarded that experience brought forth danger. Therefore they put stression the reason of pure intelligence without change behavior and practice. John Locke thinks sensation and reflection as source of cognition, Berkely perception and Hume impression. The above three empiricists has finally fallen into skepticism and Rationalism. Kant insists that cognition consist of the intergration of a priori and a posteriori. It is said that kant's empiricism is more progressive, neverthless it ended in an unpractical abstract theory which is static, passive and unscientific.