認知革命과 敎育改革

韓范淑 한국교육학회 1993 敎育學硏究 Vol.31 No.3

교육개혁은 인지혁명이 바탕이 되어 세계적으로 진행되고 있다. 그러나 「교육개혁종합구상」은 인지혁명의 과학적 토대가 전혀 없을뿐만 아니라, 해방이후 줄곧 사용해 온 성립되지 않는 허구적 교육논리를 그대로 펼치고 있다. 이러한 사실은 교육이념제정부터 「종합구상」까지 “한국교육학”이 인간행위에 관한 지식을 몰이해한데에 원천적으로 귀인된다는 것을 “한국교육학”의 교육논리의 중심개념인 홍익인간, 전인, 행동변화의 분석을 통해 밝혔으며 「종합구상」이 교육개혁의 참뜻과는 다르다는 것을 지적 했다. 이 분석에 따라 “한국교육학”이 학문적 파산상태에 있음을 지적한 뒤, 참다운 한국인의 삶과 교육은 착실한 인지혁명의 과학적 토대에 터해서 교육이념의 폐기를 전제로 「종합구상」의 폐기와 새로운 교육개혁안의 작성이 필요하며, 또한 교육개혁에서 대학개혁이 우선되어야 하며 교육학은 여기서도 최우선 표적이 되어야 함을 논의했다.

韓國人의 思考패턴에 대해서 (Ⅰ) : 問題의 展開 A Preliminary Overview

韓范淑 全北大學校 師範大學 1976 사대논문집 Vol.2 No.-

Koreans have focused their efforts on the elimination of anti-social behaviors such as corruption, bribery and illegal acts, delinquency, and other crimes, and on reforming their own thinking pattern for the development of the nation which eventually brings them maximized has not welfare and individual happiness. Since the mental reforming is regarded as a very important factor to the development of the nation, it is a serious problem for Koreans that the progress in the mental reforming has not made as much as in the economic growth. To this problem, it is necessary to apply a systematic psychological approach which has not been attempted yet and to focus on the thinking patterns, since most human behaviors are considered to be subordinated to one's thinking patterns. Before applying a systematic psychological approach, it is necessary to overview the problem. Following are the aims of this article; 1) to clarify what are the causes shy various efforts to make change Koreans' thinking patterns have been interfered, 2) to figure out what are the crucial factors of Korean's thinking patterns which have been regarded as unfavarable for the nation development, and 3) to schematize how we solve the problem applying a psychological approach, both in theoretical and practical aspects. It was pointed out that the confusion in shaping up "New Koreans" originated from the Koreans' norm, the Western and the white which is considerably distorted, of the development or welfare and individual happiness. This confusion has occurred mainly because of the difference of the thinking patterns of two societies so that Koreans could not easily diffuse the the western and the white's thinking patterns into their own. The crucial problems of Koreans' thinking patterns are : 1) heavy loading of emotional factors on their thinking processes, 2) lack of the empirical attitude resulting from the main logical system, the deductive method, used in everyday life, in their thinking processed, 3) overwhelming patriarchical attitude which can be regarded as a "king-like" attitude, appearing in almost every Koreans' behaviors alien to the Western and the white's, and 4) impoverished intellectual development which can be regarded as the source of the oralistic personality traits and behaviors mainly characterized as mentally immature. In schematizing further systematic researches, it is suggested that the following facts are most important to the solution of the problem : family system, concept formation, atmosphere, language usage, genetical factor of the behaviors, visual environment, intellectual quality of the leaders, the quality and quantity of the input information, especially of school education and mass communication, and perceptual problems. In conclusion, it is pointed that the fact the problem is always centering around "Western Democracy" and "Subjecthood as Koreans" should be considered, since it is the more axis of the problem.

韓國人의 思考패턴에 대해서(Ⅲ) : 敎育과 意識改革의 關係 Education and Thought Reform

韓范淑 全北大學校 敎育大學院 1983 敎育論叢 Vol.3 No.-

Thought Reform in Korea has been executed during last twenty years but it has overaped and complicated considerably with formal education so that both Thought Reform and education have produced poor outcomes. The reasons was analyzed as follow: (1) misunderstanding as Thought Reform and education are different matters (2) misunderstanding of human development as S-R reinforcing events which focussing retrieved behaviors rather the structure itself that functions as cognitive information processing. It was concluded that Thought Reform should be executed focussing the structure of life and in the way of normal educational processing.

韓國敎育의 反省과 課題 : 敎育心理學的 觀點 A View of Educational Psychology

韓范淑 全北大學校 1990 論文集 Vol.32 No.-

The final report of Korean Education Reform toward the 21st Century has been issued in 1987, but the report has not scientific or psychological foundation that is critical and core axis in the Education Reform in recent days. The reason is that the members of the Presidential Commission for Education Reform do absent the basic psychological knowledge. How do treat to the lack of psychological basic knowledge is critical issue before executing the Education Reform. I heartily hope the report should be abandond and be created new plan. Relevant issues in Korean education are discussed.

學生指導硏究所 運營에 關한 小考

韓范淑 전북대학교 1971 論文集 Vol.13 No.-

현 우리나라 대학의 학생지도연구소의 활동이 난맥상을 가끔 보이고 있음은 가이단스 ㆍ카운슬링의 정의나 기능을 몰이해 한데서 원천적으로 기인되는 것이라고 보겠고, 여기에 따라 조직운영에도 여러가지 혼란이 있어 왔다. 본 논문은 가이단스 ㆍ카운슬링 활동이 원활히 수행되기 위해서는 그 정의 기능이 명확히 되어야 할 뿐 아니라, 그 기구의 조직과 운영 등이 활동목적과 기능을 고려하여 개선되어야 한다고 생각하며 학생지도연구소 규정 시안을 일반적 모델로 제시하였다. 또한 학생지도연구소는 강력한 리더쉽과 팀웤에 의해서 그 활동이 수행되어야 함이 강조되었고, 앞으로 양적발전만이 아니라 질적으로 승화되는 활동이 강조되었다.

行動變化에 關한 一考察

韓范淑 全北大學校 師範大學 1981 사대논문집 Vol.7 No.-

In has been pointed out in many aspects that the products of educational efforts are practically poor enough and the reason has also been raised in various ways. This reason, however, essentially can be seeked on the basis of the understanding of human being itself. In this respect, current definition of education in Korea which is behavioristically oriented should be modified in other way since it has postulated on the basis of misunderstanding of human being. Two wrong foundations educating human beings are raised : insufficient S-R association basis in explaining the function of human body and the misunderstanding of the ultimate goal of education. Rather based on the S-R association which has S-N-R mediation hypothesis in explaining, the function of human behavior, the interaction of CNS and entire body except CNS that have relatively independent function each other in the first is proposed to explain the human function of behavior and, secondly, the aim of education should be focused on the enhancement of the survival level of human beings rather focused on the modification of behavior.

自我槪念의 構造에 관한 最近硏究의 動向 分析 : Shavelson의 多面的·位階的 모델에 관한 檢證을 중심으로 Centered on research testing the Shavelson's multidimensional and hierarchical model of self-concept

韓范淑,趙顯哲 全北大學校 1991 論文集 Vol.33 No.-

Research on self-concept has been under some serious criticisms concerning its theoretical clarity and methodological validity. Thus, most of the attempts were said to have failed to establish the self-concept construct itself let alone its various educational and psychological implications. In this respect this review of recent research on self-concept is comcentrated on the multidimensional and hierarchical model of self-concept structure proposed by Shavelson and his collegues and on a series of works on its construct validity through SDQ Ⅰ, Ⅱ, Ⅲ instruments based on Shavelson model. In terms of multidimensionality, Marsh and his collegues confirmed 7 to 13 dimensions according to age of the subjects by employing the techniques ranging from factor analysis to MTMM analysis. And concerning hierarchical structure Shavelson et al hypothesized that there are a general self on the summit, academic and nonacademic self-concepts on the next level, and then some self-concepts of academic subject areas(in case of the former) and those of social and emotional areas(in case of the latter), and finally specific self-concepts on the corresponding situations on the base level. For such suggestion Marsh responded with much amount of empirical support, which has demonstrated that some scales of SDQ instruments are clustered around a few higher order dimensions and that the levels of self-concept ranging from general to specific self-concepts are decreasingly correlated with other levels of self-concept commensurate to the hierarchical distances between them. And they concluded that there is a strong evidence suggesting the need to revise the original Shavelson model, that is, a need to divide the academic self into two hierarchically equal domains : academic/ verbal and academic/ math, after reporting consistantly a near zero correlation between the verbal and the math scales of SDQ instruments. Additionally the fact that there is increasing differentiation of self-concept scales according to age led the authors to question the hierarchical structure of self-concept by late adolescent subjects. Finally these attempts to establish self-concept as a construct shed a bright light on searching the possible roles of self-concept in educational settings with more accuracy and clarity. However, most of the current research has concerned mainly on validating the academic part of self-concept and its relation with academic achievement This trend requires future researchers to exert more effort tword establishing the validity of nonacademic areas of self-concept structure as well and their various possible relations with other educationally valuable variables.

專門性에 관한 最近의 硏究動向과 敎育的 意味

韓范淑,溫琦粲 全北大學校 1996 論文集 Vol.41 No.-

This study is aimed at investigating current research trends on expertise and its educational implications. For this purpose, it was attempted to review studies of expertise so far. According to these reviewed studies, it seems that research on expertise may be one of the most rapidly expanding areas within cognitive psychology and cognitive science. Theories of expertise have now passed through two generations. The first generation centered on the early insights of Newell and Simon(1972): their conceptualization of problem solving as search, and their specification of a small number of heuristic methods for serial search that could be applied across an indefinitely broad range of domains, with minimal knowledge about the specific content of any particular domain. And the second generation of expertise theories transformed the study of cognition, bring the study of high-level problem solving to a prominence it had not enjoyed since the era of Gestalt psychology early in this century. Second generation theories of expertise provide a fundamentally simple picture of the development of expertise. The conclusions obtained from expertise studies of these two generations were that the nature of expertise had been focused on the features of knowledge base, of problem representations and higher order problem solving strategies, and of pattern recognition. Finally, the direction of future research on expertise - the third generation being called as symbolic connectionism - and educational implication on expertise were discussed.

대학생문제조사

한범숙,한덕웅 성균관대학교 학생생활연구소 1971 學生指導硏究 Vol.1 No.1

敎育의 定義 : 情報處理 理論을 中心으로

韓范淑 全北大學校 1980 論文集 Vol.22 No.-

A new definition of education seems to be needed since currently dominant one in Korea, which is behavioristically oriented, has produced poor educational outcomes rather fruitful and functional one. Since all the outcomes of educational processes result from the definition of education which determines the goal, contents, and methods of education, it can be assumed that the failure of behavioristic definition has resulted essentially from the wrong focus on the formation of individual person. The most critical fallacy the behavioristic definition has made is that it has focused, in the formation of individual person, on the manifesting behaviors which each person performs. The focus, however, might be located on the formation of the individual information system that is organized relatively independent large two parts; CNS and entire body structure except CNS, in which all the information are stored that manifest all individual behaviors. In this respect, the definition of education of education might be defined that it is intentional formation of individual information system to strengthen the survival level which has two aspects; biological and humanistic.