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강연숙 韓南大學校 敎育硏究所 2011 교육연구 Vol.19 No.1
이 글에서는 비인간적이고 학생의 주체성과 자율성을 간과하면서 교육의 본질을 상실한 오늘의 우리교육을 반성하고 그 대안적 의미로서 실존철학적 인격교육을 제시하고자 하였다. 이를 위해 이 글에서는 먼저 실존적인 인간의 특징을 주체성, 지유선택·책임, 그리고 인격의 측면에서 살펴보았다. 다음으로 실존적인 인간을 대상으로 하는 교육의 문제를 실존철학적 인격교육의 목적, 내용, 그리고 방법을 중심으로 살펴보았다. 다음으로 만남을 통한 인격교육의 문제, 즉 학교라는 교육의 장에서 하나의 인격체인 교사와 또 다른 인격체인 학생의 교육적인 만남을 통해 학생들이 비본래적인 나로부터 본래적인 나로 나아가도록 하는 단속적인 인격교육의 의미를 검토하였다. 또한 위기, 각성, 충고, 상담 등의 실존적 계기를 통한 인격교육의 가능성을 모색함으로써 현대 교육적인 의미를 고찰하였다. The purpose of this paper is to explore the possibility of the existential education of personality in our modern society and school causing the dehumanizing phenomenon in the student's subjectivity and autonomy which is cannot be ignored. To this end, first, I examined the existential characteristics of humans such as subjectivity, freedom, choice, responsibility, and personality. Second, I examined the existential education of humans, that is to say, the matter of the characteristic of existential knowledge or personal knowledge, and the personality education based on this knowledge which is existential awareness. Third, I examined the concept of encounter as existential instrument or educational relationship between the teacher and student in school. And I explored some existential instruments such as crisis, counseling, advice, adventure, failure and frustration as personality education methods. The main substances of this paper to the existential education of personality are like this. First, human beings subjectively shape their life and personality based on individual freedom of choice and responsibility. That is to say, we should deal with human as personality having the existential characteristics such as subjectivity, freedom, choice, and responsibility. Second, to educate a unique and free personality of human, school must provide the existential experience of personal knowledge, in other words existential awareness. Hence, first of all, school education should teach to become the man with subjectivity and education to awaken personal subjectivity of pupil should be to teach personal knowledge. Third, educational encounter between the teacher and pupil in school is a good educational foundation to shape a pupil's personality. And the relationship between teacher and pupil should become the mutual respect relationship based on mutual inclusion. And existential instruments such as crisis, counseling, advice, adventure, failure and frustration have possibility as a good method of personality education. They are intermittent educational instruments of personality resulting qualitative changes of pupil's life and personality.
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강연숙(Kang, Yeon Suk) 한국교육철학회 2021 교육철학 Vol.81 No.-
This paper aims to explore the educational meaning of communication in Karl Jaspers’ theory of character education. The main concerns of Jaspers were in the formation of an independent character guided by reason. In the character education he thought, communication is an essential element, and it functions as a field of education for reason. Through the communication in which there is a fierce battle between teacher and student, he tried to cultivate reason by making critical questions and understanding of knowledge in various fields. A democratic society as a base for the life of an independent character takes discussion as a way of life, and people who are guided by reason strive for philosophical discussions and fulfil their responsibility to reform the world according to the ideology of humanism.
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발달장애 또는 발달지체를 위한 돌봄인 기술 훈련 프로그램 검토
강연숙(Yeon-Sook Kang),송희선(Hie-Seon Song) 한독심리운동학회 2022 심리운동연구 Vol.8 No.3
전 세계적으로 많은 유아들이 장애의 조건을 보이고, 이 중 95%는 저소득 및 중산층 국가에 살고 있는데, 대부분은 보살핌과 관련해서 접근성이 부족하다. 부모가 돌봄인 자격으로 자녀의 사회적 의사소통 및 적응 행동을 지원하고 도전적인 행동을 줄이는 기술을 배울 수 있다는 증거가 증가함에 따라 세계보건기구(WHO)는 발달장애 또는 발달지체 유아의 가족을 위한 새로운 돌봄인 기술 훈련 프로그램을 개발하여 그러한 치료 격차를 해결하고 있다. 이 연구는 세계보건기구에서 개발한 caregiver skills training(돌봄인 기술 훈련 프로그램)의 개발 과정, 내용 및 글로벌 현장 테스트 전략을 탐색하였다. 돌봄인 기술 훈련 프로그램은 실현이 가능하고 확장 가능하며 적응력이 뛰어나고 비전문가가 부족한 환경에서도 실행하기에 적합하도록 설계되어 있다. 이 프로그램은 공통 요소 접근 방식을 활용한 증거 검토를 통해 정보를 얻었으며 광범위한 이해 관계자 협의 및 반복적인 개정 과정을 통해 개발되었고, 전 세계 사용자를 대상으로 하며, 대상 사용자가 이해할 수 있고 수용 가능하며 실행이 가능하고 관련성이 있는지 확인하기 위해서 문화적, 사회경제적, 지리적 및 자원 환경에 맞게 조정되도록 설계되어 있다. 이 연구는 우리나라에서 장애 자녀를 돌보는 위치에 있는 돌봄인들을 대상으로 돌봄인 기술 훈련 프로그램을 어떻게 구성하고 적용할 것인가에 대해 가이드 라인을 제공하는데 기초자료로 활용하기 위함이다. Worldwide, many children present with conditions of disability, of which 95% live in low- and middle-income countries, most of which lack access to care. As there is increasing evidence that parents can learn skills to support their children's social communication and adaptive behaviors and reduce challenging behaviors in their caregiver capacity, the World Health Organization (WHO) is recommending new strategies for families of infants with developmental disabilities or delays. Career skills training programs are being developed to address such care gaps. This study explored the development process, content, and global field-testing strategy of caregiver skills training developed by the World Health Organization. The care-in skills training program is designed to be feasible, scalable, adaptable, and suitable for practice in environments where non-professionals are scarce. The program is informed by a review of evidence using a common elements approach, developed through extensive stakeholder consultation and an iterative revision process, is intended for a global audience, is understandable, acceptable to, and implementable by the intended users. It is designed to adapt to the cultural, socio-economic, geographic and resource environment to ensure this is possible and relevant. This study is intended to be used as basic data to provide guidelines on how to configure and apply a caregiver skill training program for caregivers in a position to care for children with disabilities in Korea.
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강연숙(Kang, Yeonsuk) 한국교육철학회 2017 교육철학 Vol.64 No.-
The purpose of this article is to make a study of the educational meaning of K. Jaspers’ independent character. From chapter Ⅱ to chapter Ⅳ each chapter verified major research problems such as independent character being based on reason, education for cultivating the intellectual excellence of reason, and social self-realization to stick to a philosophical life and fulfill social responsibility. In short, Jaspers emphasized that the education of independent character is to strive to develop the reason in the center of this character. In the final analysis, the education Jaspers pursued is committing to intrinsic value developing independent character with reason through liberal education. This is criticism about education emphasizing social practicality such as vocational and professional education, and is the product of a serious reflection on what human education should be.
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