평생학습시대와 중등교육의 발전과제

신군자 한국평생교육학회 2002 평생교육학연구 Vol.8 No.2

외국의 학점은행제 비교연구

신군자,박현숙 성신여자대학교 생활문화연구소 2007 生活文化硏究 Vol.21 No.-

The purpose of this study is to suggest that our country credit bank system I will advance and percentage it presents the objective of the place where there is as analysis the systems of the foreign nations which is similar our country credit bank system. In order to attain a research objective, it analyzes the system of the United States, Great Britain and New Zealand from the research which it sees and current events point escape the and the efficient operation plan setup which recovers and our country credit bank system proposal compared to sleep it presents it does. The results of this study can be summarized as follows: First, it constructs the credit human nature setup which is precise against the credit unit which is various is the possibility becoming the base of the studying setup where the credit bank systems are opened. Second, We must recognize learners' experience studying, so they must receive the ability of oneself with various methods. Third, The qualification which leads credit bank systems is running in the socil evaluation regarding the quality of qualification. So, in order to have a popular use characteristic socially, importance it lets in quality civil official setup and must operate. Finally, Individual studying, contract studying and the on-line studying back must apply the studying method which is various.

부모와 자녀와의 관계

신군자,이군자 이화여자대학교 사범대학 교육학과 1963 교육 연구 Vol.- No.21

학교교육과 개인의 사회화 : Samuel Bowles와 Herbert Gintis의 대응원칙(Correspondence Principle)에 다한 비판적 연구 A Critic Study on Samuel Bowles and Herbert Gintis Correspondence Principle Theory

申君子 誠信女子大學校 1987 硏究論文集 Vol.25 No.-

본 연구의 목적은 Bowles와 Gintis가 제기한 대응원칙의 일부를 분석. 검토하여 비판해 보려는데 있다. 그 결과를 요약해 보면 다음과 같다. (1) Bowles와 Gintis는 최근의 미국의 학교교육에 대해서 가정에서 되는 사회적 관계와 학교에서 경험하게 되는 사회적 관계간에 직접적인 ‘대응’이 존재한다라고 주장한다. 좀더 구체적으로 설명하면, 대응원칙은 인간의 의식 및 불평등한 사회화의 세대간 재생산을 의미하는 것으로서, 특히 직장에서 아버지가 경험하게 되며, 가정에서의 가족간의 사회적 관계로 전이되어지고, 그리고 학교에서의 아동-교사와의 상호작용에 있어 되풀이되어지는 관계간의 연계라고 규정한다. 그러나 학교는 그 나름의 사회조직으로서의 특성과 기능수행방식을 가지고 있으므로 학교 밖의 경제적 생산관계가 학교를 통하여 자동적으로 통과되는 것은 아니라고 보겠다. (2) 가정에서 아동들이 경험하게 되는 사회적 관계 형성에 영양을 미치는 것은 부모의 직장에서의 경험이라기보다는 기타 다른, 가정의 사회배경요인들인 것으로 나타난다. 이러한 결과는 Howell 과 McBroom, Martin, Rolins 와 Thomas 등의 연구결과에서 일치되고 있다. 따라서, 부모의 직장에서의 경험과 조건은 자녀들의 인성발달에 직접적으로 영향을 미치는 중요한 결정요인이 아닌 것으로 생각된다. (3) 가정에서의 권위관계관에는 전혀 무관하지는 않다. 예를들어, Howell과 McBroom의 연구에서 ‘처벌 ’양육방식을 사용하지 않으면서 논리적 양육방식을 사용하는 부모의 특성은 개방적이면서 비판적이지 않은 교사의 역할수행방식과 연계를 이룬다. 그러나 이러한 관계에서 어떠한 상호작용이 일어나고 있는지에 대해서 명확하게 밝혀지지 않는 한, 그들이 제기한 사회적 관계에서 특정한 인성적 특성이 길러진다 라는 주장은 지지되어질 수 없다고 하겠다. (4) Bowles와 Gintis는 학생의 사회화 유형을 결정하는데 있어 학생 가정의 사회계층과 학교에서의 사회적 관계를 연결지우고 그에 따라 서로 다른 개인의 사회화가 일어난다고 보았는데, 그들은 실제 학생들이 경험하는 사회적 관계 혹은 상호작용의 차이 등에 대해 거의 아무런 증거도 제공해 주지 못하고 있다. Bowles와 Gintis의 이론은 학교를 피동적인 존재로 보는 경향이 강하며, 또한 그 이론 자체에 있어서도 종적 자료와 더불어 인과적(因果的) 모델을 사용하는 연구 등을 통해 실제로 학교가 세대간 재생산에 있어서 어느 정도 영향을 미치고 있는지가 밝혀지지 않고서는 Bowles와 Gintis의 학교가 위계를 이루는 사회적 분업에 관련된 교육을 실시함으로써 결과적으로 학생들에게 사회계층에 따른 사회화가 이루어지도록 한다 라는 이론은 지지되어질 수 없다고 보겠다. The purpose of this study is to analyze the linkages hypothesized in the correspondence principle recently advanced by Bowles and Gintis. In essence, the correspondence principle serves as a sensitizing perspective because it is not fully and explicitly testable relationships in various social institutions (work, family, school,) to develop and promoto specific aspects of personal development. Relying on the paradigmatic perspective implicit in Schooling in Capitalist America(1976) and companion articles, the socialization literature was used to analyze a portion of the correspondence principle. The findings raise an issue of conceptualization that must be more definitively addressed before this aspect of the correspondence principle advanced by Bowles and Gintis can be fully assessed. The following suggestions are drawn from the study: (1) The domains of social relations at home and at school as implicated in the work of Bowles and Gintis need further explications as to the relative importance of specific interaction style. (2) The causal relationships between personal development and teacher-student interaction styles constitute a critical area of work. Are Bowles and Gintis’noncognitive requisites causes or consequences of teacher-student relations? It is not inconsceivable that they are both but we need to know under what conditions, temporal specificity, etc. they are one or the other. (3) The causal effects of both types of relations on later personal development are important to the understanding of the reinforcing properties of the corresponding socialization patterns that has been analyzed in this study.

교육사회학 이론 접근에 관한 연구 : 상호작용론적 접근을 중심으로 Interaction Theory Approach

신군자 誠信女子大學校 1991 硏究論文集 Vol.31 No.1

A Theoretical approach helps to determine the questions to be asked by researchers and the way to organize research in order to get answers. In this study, key aspects of three important theories have been analized. Sociologists using each theoretical approach have made major contributions in the field of sociology of education. The first two approaches focus on differing views of the way society works. The third deals with interaction in social situations. These three approaches also focus on different levels of analysis : the functional and conflict approaches tend to deal with a macrocosmic view of social relations and the culture of the shool, whereas the interaction approach focuses on small-scale interaction be-tween individuals and small groups. Particularly, this study has been focused on the interaction theory approach. This approach emphasizes social-psychological questions. Sociologists of education using this approach are likely to focus on interactions between groups -peers, teacher-student, teacher-principal ; on student attitudes and achievement : on student values : on students' self concepts and their effect on aspirations ; and on socioeconomic status as it relates to student achievement. These theorists stress the need to understand our common-sense views of reality-how we come to view the events and situations around us and react to them as we do. Applied to education, this has taken the form of studying interaction processes in classrooms, the management and use of knowledge, the question of what it is to be educated, curriculum content, and so forth. It is too soon to assess whether this is indeed. a radical new perspective, but the work of two proponents of this approach, Basil Bernstein and Pierre Bourdieu, seems to show a synthesis of macro and microcosmic approaches rather than a totally new approach. Bernstein argues that the structural aspects of the system(the "macrocosmic" levels of analysis), and the interactional aspects (the "microcos-mic" levels) need to be integrated.

부모교육을 위한 평생교육 프로그램에 대한 심층분석 연구 : 지역사회교육협의회가 운영하는 부모교육 프로그램을 중심으로 Observation and In-depth Analyses of a Program Administered by Regional Committee for Social Education

신군자,장희양 誠信女子大學校 生活文化硏究所 2004 生活文化硏究 Vol.18 No.-

The parent education program administrated by Regional Committee for Social Education is considered to be one of the best programs in parent education in this country. The present study observes and analyzes the actual operation of one of its major programs called "The Parent Education for Youth Rearing Perspectives Program"(PEYRP) for the purpose of developing a paradigm of lifelong education program for the parents with children of adolescent age. For this purpose, the study conducted extensive interviews of the staff, instructors and attendants of the program as well as observation of the instruction processes and studied and analyzed the expectations and motivations of the attendants, staff's understanding of, preparation for and the devotion to the program along with the instructors' attitude towards, preparation for and the professional eligibility for the program. On the basis of the forgoing studies and analyses, following suggestions are made for the improvement of lifelong education program for the parents with children of adolescent age: First, the content of instruction requires higher level of sophistication with more flavor of professionalism; Second, the clientele should be extended to the parents to be, and persons expecting to be married as well as fathers with children of adolescent age; Third, the government should provide special measures to assist those who cannot afford to attend the program; Forth, the programs should be diversified to accommodate the need of the parents of different age groups of the children.

시민주도 평생학습도시에 관한 이론적 고찰

신군자,이희수 성신여자대학교 생활문화연구소 2007 生活文化硏究 Vol.21 No.-

The 21st century is the Lifelong Learning society to be able to do learning to want in various ways. One in various ways is the Lifelong Learning City project. The Lifelong Learning City projects is consisted mostly of administration leading. To the case which is administrative leading unilateral learning program provision, Political neutral characteristic it could be damaged. There are shortcomings that does not reflect learning request rapidly, and can be influenced by local government chairman. The Lifelong Learning City must become accomplished with voluntary participation and learning initiated by the citizens. Therefore the role of administration supports learning of the citizens and it gives and ought to be located with the relationship which with the citizens cooperates. Consequently the Lifelong Learning City does to be converted to civil leading at administrative leading. The Lifelong Learning City initiated by the citizens can expect the following effect; first, the Lifelong Learning City initiated by the citizen will produce the education leaders who are voluntary and initiative; second, many different kinds of citizen communities can be formed; third, the citizen will participate actively to society activity; fourth, the volunteer activity for the neighbor will be developed and it will be magnified; fifth, the citizens empowerment such as confidence, personal relationship, citizen participation etc. will be formed; sixth, the citizens participate actively in the Learning Event, and the contents will be abundant to many part. However, the Lifelong Learning City ought to solve the following contents first. first, develops a new civil leader educational program, and ought to support; second, ought to easily use media and facilities in cooperation with administration; third, the Learning Center ought to be open in order to accept educational demand of students; fourth, the Lifelong Learning City initiated by the administration ought to hold the learning event variously by the citizen; fifth, the Lifelong Learning City ought to have abundant finances to support a program made by the citizen; sixth, the Lifelong Learning City ought to establish the system that is all-embracing, and the citizen, the government, the industry, the schools are connected to; seventh, the central government departments ought to solve a problem of an education city by continuous evaluation and diagnoses; eighth, the Lifelong Learning Cities ought to improve volunteer system for student and ought to do public relations.

외국의 부모교육 프로그램 비교연구 : 미국, 캐나다, 호주, 스웨덴, 프랑스, 일본 등 총 6개국의 프로그램을 중심으로

신군자,장희양 성신여자대학교 생활문화연구소 2005 生活文化硏究 Vol.19 No.-

The parent education started at the beginning as a means of providing a supplementary education to those who failed to receive regular education at the proper age. It however is evolving as a recharging process for adults to enable them to adapt to the fast changing environment. In recent years, as the youth problem issues becomes important, lifelong education for parents of youth is becoming the most important element of the parent education. This new trend started to development in 1970-80th in the Western countries. Since 1990, in line with this trend, many programs sponsored by the governmental agencies and private organizations started to develop and expanding every year. Now It appeared to be the time to evaluate the content, organization and the process of the education in the light of the basic principles and purposes of parent education. For this purpose, this study compares and evaluates the education programs in that area in the developed countries and seeks to identify the elements of the programs which could be used as a basis for the reform and reorganization of lifelong education programs for parents of youth in Korea. Through the comparison and analyses of such programs, following suggestions are made: First, For the program to be effective, the Individual family situation should be considered in the operation of the program; Second, Program series is more effective than a special lecture program; Third , The specialization or expertise in the subject of the lecturer is essential; Fourth, The program should cover the overall problem of the participant rather than dealing with a specific subject only; Fifth, The cost effectiveness concept should be the basis for the government policies for and the financial support of any parent education program; Sixth, Follow-up meetings after the program is essential in enhancing the effect of the program; Seventh, The program should be fitted to the specific needs of the particular participant cohort; Eighth, It is important to develop processes to improve the participation rate; Ninth, The private and public partnerships are essential in improving the quality and the participation rate of the program; Tenth, It is of necessity to have organizations which are solely devoted to the parent education.

성인교육 프로그램 계획과 학습자의 참여

申君子 誠信女子大學校 1988 硏究論文集 Vol.27 No.-

A Cardinal principle of adult education is that adults should participate in planning their own learning activities. That is to say, involving adults in planning their educational activities should, in theory, promote positive outcomes because high priority needs are likely to be identified, relevant goals get, and a better course designed. Participation in decision-making should engender feeling of ownership of the course and responsibility for its success. The results of the related research cast some doubt on the validity of the social psychological or ownership rationale, in that participation in planning had no direct effects. The research did not, however, discredit the proposition that participation in planning results in a better-designed or more relevant course and therefore greater achievement and satisfaction. The benefits of such participation have not been documented through controlled experimental inquiry. Therefore, future research should be designed to manipulate or control such factors as proxy versus direct participation in planning and level of motivation. In addition, to determine the validity of the approaches to adult participation in program planning, research should be conducted with varying populations, in varying settings, with groups of varying size, and with courses or workshops dealing with varying topics or subjects. It is important, too, that future research examine other variables that may be affected by learner involvement in planning.

평생학습도시에서의 공동체 사회 형성에 관한 연구 : 지역통화운동 참여자의 심층분석을 중심으로

신군자,이희수 성신여자대학교 생활문화연구소 2006 生活文化硏究 Vol.20 No.-

One of the essential tasks necessary for the development of lifelong learning cities is to transform the target area as a cooperative communal communities, which requires continuing participation of the local residents as well as restructuring a learning community. The purpose of the study is to observe LETS in operation from the perspectives of discovering means to foster the society as a lifelong learning oriented community. For that purpose, the study observed and analyzed the sample programs of LETS in the country by conducting in-depth interviews with the operators as well as the participants of the programs. The study shows that LETS movement requires building of sense of communal bond, the mutual help relationships among the people in the process of production, distribution and consumption activities. It should be noted that, although hyper individualistic quality of the post industrial society, especially in metropolitan areas, presents distinctive limitations to the movements such as LETS, it also renders special values and presents unique challenges to such movements. Therefore, the movement of lifelong learning city has to be based upon sense of communal bond and requires the voluntary participation by the local residents and the positive interactions among learners. In order to cultivate such elements, following tasks are in order: first, appointment of study group leaders for each local community unit ; second, utilization of community centers ; third, stimulation of mutual interaction among the local residents ; fourth, development of varieties in the curriculum which can foster the sense of communal bond ; fifth, providing alternative ways for the participants of the programs.