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RISS 인기검색어
- 검색키워드
- 저자 : 金恩山 (검색결과 70 건)
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金恩山 弘益大學校 1985 弘大論叢 Vol.17 No.1
Nowadays, we are eager to build the democratic society with the freedom and the equality. For it, it is an essential prerequisite to have the self-regulated citizens who can enjoy the freedom. We can bring up the self-regulated person only in the more free circumstances. So I suggest the some educational plans for the self-regulated person as follows; at home, 1. Brining up the children esteeming the nature and the individual differences 2. Bring up th children not in the prohibitive and interferring manner but in the permissive manner 3. Stimulating the children's peer group plays 4. Having the frequent family meetings 5. The adult own's self-regulated life-style at school 6. stimulating the more free and intimate atmosphere of the school 7. Using the self-govern method in the student guidance in the society 8. Increasing the self-govern and self-regulated social atmosphere 9. Trying to gine the young boys and girls the more free time and the more free places
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金恩山 弘益大學校 敎育硏究所 1996 敎育硏究論叢 Vol.- No.13
This thesis has tried to analyze and get the ideas of succesful educational reform from the five progressive schools which have been run by the principles according to the ideas of recent Korean educational reform since 40 years ago. They are Gerchang High School, Saepbyul Middle School, Saepbyul Primary School, Poolmoo Agricultural High Technical School. Yeongsan Serngji (High) School, Soopsok Jagunmaul School (Small School on the Small Village in the Forest). The common traits of these schools are as follows : 1. They are all small scale, co-educational boarding schools. 2. They emphasize toe students' extra activities in the school life. 3. Most of them are based on the religious faith (Christianity or Budhism). 4. They permit the more freedom to students and encourage the self-gorvern of them for democratic citizents. 5. They stimulate Individuality, Creativity and Independence to the students. 6. They consider very importantly the education of Labor work as much as the education of 'Sensibility' and 'Body'. 7. Teachers and students are equal and respect each other. 8. They have the financial hardship. 9. They emphasize the foreign languages and the good friendship with the students of foreign countries for a good world citizens. I will propose several plans by the suggestions from these five schools. 1. We should transfer Korean big scale middle and high schools into small scale schools. And then, we can use the increasing empty buildings of rural branch schools as domitory and extra activity rooms instead of combining them to a big scale school. 2. The authorities should not interfere the private schools in the management and curriculum but give the financial aids so that the private schools can run their own curriculum flexibilly and autonomously along with the founding spirits of school. 3. The collective disposition of students by the equalization should be abolished so that the students can choose the schools by their own will. 4. The authority can encourage the schools to orgarnize and run the school steer committee by showing 'the Poolmoo School Committee' as a good reference. 5. The standard of regular school approval should be cut down sharply. (The present standard is that regular school scale must be at least 2 classes at each grade and 40 students at each class). 6. The true co-education should be in effect instead of co-edcation in name only. Because most of co-education schools now are seperated into the boys' classes and girls' classes. Furthermore honest and sincere sex education should be instructed to youth not only phisical aspects but also emotional and spiritual aspects, and sense of responsibility as parents and good partner. 7. The more freqent exchange with the domestic and foreign schools need to stumilate for the future good world citizens.
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金恩山 弘益大學校 1976 弘大論叢 Vol.8 No.-
A.S. Neill (1883∼1973) is one of the most radical educational thinkers of the 20th centry. This thesis has tried to analyze and evaluate his educational thought. The paper is composed of four chapters: the first is the introduction: the second dealt with his basic thought: the third, his educational thought: finally, the fourth is the conclusion which dealt with the evaluation of his thought by some 20 scholars and journalists and me, and its suggestions to Korean Education. In my view, his educational philosophy is based on five major points. The first, his firm faith in the goodness of child character and his innate potentiality of self-development. the second, the freedom which meant the external freedom of action that one may do what ever he wants, unless he does not interfere with other's freedom, and the internal freedom from fear, hate, hypocrisy and intolerence. The third, his view on the unconsciousness. He thought that human behaviour is determined by the unconsciousness rather than by the consciousness. the fourth, he regarded happiness as the ultimate goal of life, as well as of education. Happiness, in his view, is the internal feeling of well-being, a sense of balance, and satisfaction of life. He believed, moreover, that the only way to happiness is freedom. The fifth, his concept of love. What he meant by love is not a sentimental or possessive one, as generally conceived. It is, by his own words, to be on the side of children and to approve them. Neill maintained that the duty of teacher is to give love children. He praticed his educational ideas by operating Summerhill School, and wrote a number of books and articles. I like to make it clear that what is important is not the rights or wrongs, but that his humble search for human freedom, happiness and growth, and that his philosophy has an everlasting meaning for the future of mankind in this world of danger. Finally, it should be pointed out that Neill's educational thought can be a most valuable suggestion to education in Korea where prevails a phenomenon of dehumanizing influences such as powerism, a view that holds power to be supreme, or mammonism, the view that money is every thing. Neill's philosophy can be highly useful to re-examine the strongly traditional educational problems such as our knowledge-centered education and cramming of lessons or our view on children and teacher.
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金恩山 弘益大學校 1981 弘大論叢 Vol.13 No.-
Recently the number of juvenile delinquencies and wrongdoings have been growing worse both in number and quality. Such a phenomenon causes us to worry seriously about the future. In this study, I surveyed the living conditions for juvenile delinquents in the Republic of Korea and analyzed their origins. In conclusion, I suggested the following ways for helping to prevent juvenile delinquencies. AT HOME 1. Educating the children about sex and parents. 2. Correcting the prejudices concerning step-parents and foster-parents and encouraging the adoption movement. 3. Having regular meetings between families and relatives. 4. Preventing children from developing a sense of intellectual inferiority. AT SCHOOL 5. Improving student guidance methods. 6. Carrying out co-education or forming the Brother and Sister School System. 7. Improving teaching methods and evaluation methods. 8. Making the Home Room, Student Government, and extracurricular activities and active part of the school atmosphere. IN SOCIETY 9. Abolishing academic cluquism and correcting contradictions in the school syste. 10. Establishing a new value system. 11. Striving to correct the unequal division of the chances. 12. Increasing the employment of the married women and the availability of part-time work. 13. Developing the good mass communication programs and training experts who are involved in mass communication. 14. Making an active effort to improve the reformatories. Ⅰ. 序 論 Ⅱ. 本 論 1. 靑少年非行의 實態 2. 靑少年의 心理的 特性과 非行原因 3. 非行豫防을 위한 諸方案 (1) 家庭的側面에서 (2) 學校의 側面까지 (3) 社會的 側面에서 Ⅲ. 結 論
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金恩山 이화여자대학교 사범대학 교육학과 1957 교육 연구 Vol.- No.10
그러나 상술한바와 같이 “페스타롯치”는 부드럽고, 따스한 애정에 쌓인 생을 살았기 때문에 그는 「교육의 중심은 가정이며, 어머니야 말로 가장 중요한 교육자」임을 역설하고 있는 것이다. 1827년 2월 17일 새벽, 그는 81세를 일기로 조용히 세상을 떠나게 된다. Brugg(부록)에 있는 그의 묘비를 보면, 「기 Johan Heinrich Pestalozzi 가 쉬고 있음. 1746년 1월 12일 Zurich에서 나서, 1827년 2월 17일, Brugg에서 죽었음. Neubof 에서는 빈민의 구호자. “Leonard and Gertud"에서는 인민을 깨우친 자. ”Stanz"에서는 고아의 아버지. “부록롤주” 에서와 “문혼부호세” 에서는 국민교육의 창조자, “이페르덴” 에서는 인류의 교육자. 인간. 예수교인. 시민. 모든 것을 남을 위하여서. 자기를 위해서는 아무것도 없다. 축복할 지어다. 그의 이름을!」이라고 쓰혀 있다고 한다.
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