Gagne의 학습 이론에 관한 연구

장찬익 공주교육대학교 초등연구원 1977 公州敎大論叢 Vol.13 No.2

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듀우이의 哲學思想에 관한 一硏究(IV)

張燦翊 서울 敎育大學校 1985 論文集 Vol.18 No.-

Dewey의 倫理思想에 關한 一硏究

張燦翊 서울 敎育大學校 1981 論文集 Vol.14 No.-

John Dewey wrote extensively on the philosophy of ethics and on ethical problems in education. From the time Dewey replaced morris as chairman in the Deparment of philosophy at Michigan through the years of his Chicago tenure, he assumed a major responsibility in the teaching of ethics. So Dewey was in the radical sense a moralist, for he felt that the primary justification for intellectual and speculative work was its role in strengthening the ethical quality of experience. We may remind our selves of the importance he assigned to the ethical goal by referring again to the opening paraghaph of his original plan for the Laboratory school. Here he announced that the problem of all education was to coordinate psychological and social factors. The goal was to help the individual develop his full powers. Morals should be cultitated so that they would make anactiue difference in the life of the individual and his community. In the thinking of John Dewey, Moral principles were to act as guides in directing conduct. The abiding Values and interests that would form the core of a unified, integrated self would be those that emerged out of habits of reflecting critically on experience. Dewey rejected approaches which suggested that moral choices could be made by applying a ready-made formula. In moral choices, as in other behavior, there was no easy substitute for the habit and method of honest, realistic thinking. The argument for reflective morality as opposed to a customary or nonreflective morality was the major thesis in Dewey's Works. A reflective approach in making moral choices could only be learned through practice in social living. In order to understand his program for moral training ineducation. We must recall that his basic approach to ethics was conceived asan integral part of the instrumentalist philosophy he was creating asan alternative to Hegelian idealism. Essentially, The Change involved a shift from a transcendental idealist orientation to an approach graunded in the spirit, methods, and values of evolutionary theory, and of science and democracy. I cannot attempt a complete summary of his thinking on ethics. My focus was to the the relevance of his ethical thoery to education. For that, I pursuaded his theoretical background of ethics, his ethics in view, and its implications to education, that is moral education. Further stutdy on his ethical theory and pracical values was remained.

初等敎師의 專門性과 養成大學의 敎科敎育

장찬익,권순달,최낙준 서울교육대학교 2001 한국초등교육 Vol.13 No.1

This paper premises that the teacher's performance is different depending on the subject matter in teacher education. The objects of this paper are as follows. At first, this research is reviewed how curriculums of three type teachers education colleges - eleven national universities of education. K national university of education, E womans university - in korea is operating. Secondly, Teacher's performance is interviewed by 26 teachers in 9 elementary schools. They had studied subject matters in each other colleges and universities for elementary teachers. Data is analyzed by triangulations. The results showed that 11 national university of education demands high a grades for student in order to get the certification of teacher. Those of both teachers colleges of university is low. But pre-service subject matter education does not satisfy all of teachers. They assert that curriculums are changed not theory but practical. methods. This study appears that teachers are cultivated the knowledge and teaching method of subject matter in pre-service education.

Dewey의 道德觀에서 있어 人間性과 二元論 考察

張燦翊 서울敎育大學校 1983 論文集 Vol.16 No.-

學生相談의 事例別 問題分析 : 對談資料를 中心으로

張燦翊 서울敎育大學校 學生生活硏究所 1980 學生生活硏究 Vol.8 No.-

初等敎育에 있어 思考의 敎育的 價値

張燦翊 서울敎育大學校 初等敎育硏究所 1990 韓國敎育論叢 Vol.2 No.-

Rousseau의 自然主義 敎育思想에 關한 一硏究

張燦翊 서울 敎育大學校 1980 論文集 Vol.13 No.-

1. During the eighteenth century, concepts about the nature of man, man's place in the universe, and the nature and limits of man's knowledge underwent significant changes, sometimes labeled the age of Reason, sometimes called the Enlightnment, the eighteenth century was a scene of intellectual and physical confilict Many ideas and institutions were overthrown or modified beyond recognition, and Jean Jacoues Rousseau is pivotal figures in the history of man's intellectual development and in the educational thinkings. 2. As Rousseau's doctrines contributed significantly to altered views of government, religion, social structure, and education, his thoughtful criticisms provided new insights to children's education and methods according to developmental stages of human beings. The study, with its emphasis on the education of the individual in accordance with nature, has had more influence on the course of education than any other comparable writing, and it continues to have significance for us today when the comple xities of twentieth century living often threaten to engulf the individual. Emile's education obviously could not be accomplished in public schools, as a literal intepretation of the program would present difficulties, even for tutors in private schoolrooms. The workis most effectively viewed as an illustration of certain principles which may be adapted to methods suitable for a variety of conditions. 3. Naturalism, Rousseau's main thought, stands for education in accordance with nature. To educate according to nature might mean discovery, formulation, and application of natural laws to the educational process. It desired a return to the simple and natural state ruled by natural feelings. To educate according to nature might mean education in accord with the natural laws of human development, and a return to the natural as opposed to all that is artificial. This was the naturalists' greatest contribution to educational thought, and this is the sense in which we shall use the term "naturalism". 4. The educational theories of naturalism aimed at the preservation of the natural goodness and virtues of the individual, and the formation of a society based upon the recognition of natural individual rights. The ultimate end of education was the attain ment of a society in which the natural primitive virtues of equality, fraternity, simplicity, and liberty could be realized by all its members. Rousseau proposes to give free play to the development of the natural endowments of the child, the cultivation of its own individual nature, its own natural capacities, its own natural inclinations. Therefore, his educational aim was highly individualistic. In point of Rousseau, education was not to be a preparation of life but was life. It was a process of natural individual growth or development. 5. Rousseau pleads for a generous and liberal cultivation of all the natural endowments of the child. And its type stands for a democratic and universal type of education He declared that education is the privilege of all free men one of their natural rights. Also naturalism particularly emphasizes the importance of physical education and health training. The content of the curriculum in naturalism is made up of the phenomena of nature, presented in the natural order in which they become manifest to the child. Although Rousseau was not a school system, he did outline a thorough gradation of education into definite periods or stages. He rejected the traditionatl attitude of education throughout its course. 6. Finally, we can summarize in brief his natural thoughts of education; ① Education is growth; it should be a natural process. ② It should be paedocentric. ③ Education is for the liberty and happiness of the child. ④ Education should be through Experience. ⑤ Education is for individual development. ⑥ Education is for society, Naturalism is one of the outstanding characteristics of the movement known as progressive education in spite of some misconceptions.

Dewey의 valuation과 敎育的 價値에 關한 硏究

張燦翊 서울敎育大學 1984 論文集 Vol.17 No.-

I had already examined Dewey's ethics and his dualism and human nature; titled in 'a study on the moral education in Dewey's ethical thoughts' and ' a study on the human nature and dualism in moral concept of Dewey's moral view point'. The attempt in this study is to further a major and significant concepts of his moral philosophy and education an account based on the sources. On this subject his 'theory of valuation' is an important work. Dewey also wrote major works in the specific fields of value. Dewey Belived, like some thinkers, that there currently is a need for a general theory of value. But construction of a general theory of value poses difficult and challenging problems in his thinking like other philosophers. From ancient and medieval times was inherited a view of value which lodges all particular goods in what were thought to be the unchanging forms of nature. The inherited view also claims that beyond nature there is a supernatural and transcendental realm which contains values which are permanent and eternal. These beliefs, howerer, for Dewey, brought questionings concening the final and ultimate goals. According to Dewey's analysis, belief in some kind of absolute or transcendental value stems from the quest for certainty. The pragmatic naturalists, like Dewey, reject the forgoing philosophical analyses of the present situation in the confusion in values. Dewey holds that we need to observe human behavior in order to see what each individual selects and rejects from the array of objects within the scope of a particular person's environment. It is noted that certain objects are prized and loved; other objects are rejected. What is prized, what is loved may be taken as objects of value. The objects loved and prized are dependent upon particular situations in which these objects function as values. Dewey's interest in constructing a general theory of value began with his early reactions to idealism. His consciousness of the problems involved in valuational theory appears to have sprung from his early studies in ethical theory and his views gradually matured until he set them forth in 'Theory of valuation' in 1939. After the appearance of this work, Dewey continued to have questions aobut some specific aspects of the problem of value, and so, subsequently he worte an article titled 'some questions about value'. Dewey recognized that the general theory of value had specifiable aspects to it in special subject matters, such as aethetics, ethics, economics, and even in logical theory for ta methodology. In a manner consistent with his general approach to philosophizing, Dewey analyses the problem of value in two ways. They are the confusion which abounds in contemporary value theory, delimiting the field of value. Dewey attempts to put forth his own hypothesis as to where the field of value is located. The field wherein one is to look for value-facts is human behavior. The connection of value theory with organic activities follows a line of development from the gross movement of the organism called impulsion. But Dewey rejects theories which attempt ot designate value expressions as ejaculatory or emotive. He thinks valuational behavior is more complex than this. The suggestions which Dewey makes for the meanings of 'desire' and 'interest' are perhaps more than suggestions. They are meanings which he actually adopted and used in his own theory. The idea of 'interest', especially, is given a prominent place in Dewey's beharioral theory. He goes on to say that the term 'enjoyment' can stand for the consummatory phase of prizing and also the 'interest' is central in the educational values. Dewey maintained throughout his writings that his theory of valuation is a special case of his general method of inquiry, that valuation-judgements are not marked off methodologically from other kinds of judgements. Dewey's observations about the values organic to human nature can perhaps best be summarized by discussing freedom, gorwth, and shared experience. They includes too 'end in view' and problematic goods. We concerned experience and 'good' in this argument. Problematic goods are a species of value. Problematic goods occur in situations where there is a question of how to proceed. The transformation of the situation from problematic to consummatory involves the reconstruction of natural processes; and the values of the experience are qualities of nature. Dewey regarded shared experience as the most precious and deeply satisfying human value. He regarded the quality of human relationships as the most important ingredient in the good life. Shared experience includes shared activity. The considerations involved in a discussion of educational values, for Dewey, coincide with aims which are usually urged in education. They are such things as utility, culture, information, preparation for social efficiency, mantal discipline or power, and so on. But Dewey did not satisfy with the concentration of ends or aims, whereas he concerned more with the means, instrumental value of education. As above mentioned, the most meaningful concept is 'interest'. He has helped us see the theoretical problems of value more clearly and he has indicated a way in which the field of value behavior can be investigated by the use of scientific procedures.

初等敎育의 本質에 照明한 現行敎育의 課題와 改善方向

장찬익 서울敎育大學校 初等敎育硏究所 1993 韓國敎育論叢 Vol.6 No.-