철학상담방법으로서의 반성적 사고

천정미(Chun Jung-Mee) 경성대학교 인문과학연구소 2012 인문학논총 Vol.29 No.-

본 연구는 철학상담의 방법으로서 듀이의 반성적 사고과정에 대해 고찰해 보았다. 반성적 사고는 내담자의 자기 성찰력과 판단능력을 향상시켜 문제해결능력을 길러주는 사고방법이다. 듀이의 반성적 사고 과정은 제안, 지성적 정리, 가설, 추리, 검증의 단계이다. 반성적 사고과정에 의한 철학상담을 하는 동안 상담자는 내담자의 생각을 분석할 수 있어야 하고 내담자가 해결해야 할 문제점을 찾아내어 내담자가 문제를 명료화할 수 있도록 도와주어야 한다. 또한 내담자는 문제를 해결하기 위한 여러 가설들을 설정해야 하고 추리작용을 통해 새롭고 창조적인 대안을 찾아낼 수 있어야 한다. 이러한 과정을 거치는 동안 내담자는 자기 성찰력과 문제해결능력을 갖게 될 것이다. 이러한 반성적 사고과정에 의한 철학상담이 학교현장에서 상담의 한 방법으로 적용된다면 왕따나 학교폭력과 같은 문제들을 해결할 수 있는 한 방안이 될 수 있을 것이다. The purpose of this paper is to research about Dewey’s reflective thinking as methods of philosophical counseling. Reflective thinking is to improve introspection power of the client and judgment ability. Reflective thinking is the methods of thinking to develop the client’s problem solving ability. During the philosophical counseling, the counselor should be able to analyze a client’s thoughts. The counselor helps the client so they can to solve the problem. Also, client is to solve the problem you need to set the various hypotheses. Client has to find creative alternatives. During the course of the these counseling, client will have a introspection power and a problem solving ability. If the philosophical counseling is advanced with reflective thinking methods in education field, this methods will be the possibility becoming one plan will be able to solve school violences.

사고습관으로서의 반성적 사고

천정미(Chun, Jung-Mee) 한국교육사상학회 (구 한국교육사상연구회) 2021 敎育思想硏究 Vol.35 No.2

본 연구의 목적은 듀이의 습관개념에서 행동습관을 수행하기 위해서는 사고습관을 형성해야 한다는 측면에서 사고습관으로서의 반성적 사고를 제안하면서, 반성적 사고과정과 교육방법을 탐구하는 것이다. 듀이에게 습관은 인간행동의 근원이며 가장 핵심적인 요소이며 성장의 표현이다. 그는 습관을 행동습관과 사고습관으로 분류하였다. 본 연구에서는 사고습관으로 반성적 사고를 제안하였다. 반성적 사고는 사고방법 중 가장 우수한 사고로 문제를 발견하고 그 문제를 해결하기 위해 끊임없이 사고하는 것이다. 습관화된 반성적 사고는 학습자가 직면하는 문제를 스스로 해결할 수 있게 해 준다. 반성적 사고습관을 형성하기 위한 교육방법은 첫째, 문제 상황에 직면하는 단계, 둘째, 혼란스러운 문제 상황에서 자신이 해결해야 할 문제가 무엇인지를 명확하게 밝혀내는 단계, 셋째, 문제해결방안을 찾기 위해 문제 상황의 성격을 관찰하고, 문제 해결에 필요한 자료를 수집하는 단계, 넷째, 문제해결방안을 떠올리고 그것을 체계적으로 구성하고 정립하는 단계, 다섯째, 문제해결방안을 실제 문제 상황에 적용해봄으로써 실제로 문제를 해결해 주는지를 확인하여 해결방안으로서의 의미를 명료화하는 단계이다. The purpose of this study is to propose reflective thinking as a thinking habit, and to explore the reflective thinking process and educational methods to form reflective thinking habits. For Dewey, habit is the fundamental, the most essential element of human behavior, and an expression of growth. Dewey categorized habits into habits as behavioral styles and habits as thinking style. This study suggested reflective thinking as a habit of thinking. Reflective thinking is the best way of thinking. Reflective thinking is finding a problem and thinking constantly to solve it. Learners who have developed reflective thinking habits can solve problem situations by themselves. The educational method for forming reflective thinking habits is as follows. First, the stage of confronting the problem situation, Second, the step to clearly identify the problem to be solved, Third, the step of observing the nature of the problem and collecting data, Fourth, the step of systematically constructing and establishing a problem solving plan, Fifth, the step of clarifying the problem-solving solution

정보사회의 도덕문제와 도덕교육

천정미(Chun Jung Mee) 경성대학교 인문과학연구소 2001 인문학논총 Vol.4 No.-

The information society exerts the positive or negative influence on the present age. The negative influence causes some problems not only in the cyberspace but also in the off-line world. In order to solve these problems, first of all we should understand the nature of these problems clearly. Base on the understanding we should find the way of a preventive education in advance and also should grope a proper method to cope these problems when it occur. Accordingly, this study draws up a plan in own way for solve the social and ethic problems which appears on the field of moral education of the information society. For this study, first the characteristics of the information society has analyzed in views of positive and negative side. Second it inquires the problems which could appear on negative side in a field of moral education. Third it gropes for a solution to the problems, and presents a direction which a moral education should follow.

John Dewey의 교육이론이 교육현장에 주는 시사점

천정미(Chun Jung Mee),박미령(Park Mi Ryung) 경성대학교 인문과학연구소 2005 인문학논총 Vol.10 No.-

The purpose of this paper is to find some suggestions to the field of education from John Dewey's educational theory. Dewey emphasized that the aim of education is the growth of intelligence of a learner. The curriculum should be derived from the experience and related to the present experience of learner. The method of education progress into the five levels with the process of reflective thinking. To the field of education, Dewey's educational theory suggests the followings. First, the aim of education should be the cultivation of learner's ability to adapt to the society and the cultivation of the thinking ability as his growth. Second, the curriculum should be the materials which help a thinking process and give rise to thought to a learner. Third, the method of education should be a method of cultivation of the thinking ability of a learner.

철학상담의 교육적 기능

천정미(Chun, Jung-Mee) 경성대학교 인문과학연구소 2013 인문학논총 Vol.31 No.-

본 연구는 철학상담의 교육적 기능에 대해 논의해 보았다. 철학상담사는 상담과정에서 내담자에게 어떤 사고능력 즉 철학적 사유방법과 탐구과정을 가르치고 내담자는 철학상담사로부터 철학적 사고방법을 간접적으로 학습한다는 관점에서 철학상담은 교육적 기능을 할 수 있다. 철학상담사는 내담자를 한 사람의 인격체로 존중하고 내담자의 잠재능력을 인정하므로 내담자가 자신의 능력에 맞는 문제해결 방안을 선택하여 문제를 잘 해결할 수 있도록 도와주는 역할을 한다. 이러한 철학상담사의 역할은 교사의 내재적 역할이라 볼 수 있다. 따라서 철학상담은 교육현장에서 학생들이 겪게 되는 많은 갈등들을 해결하는데 도움을 줄 수 있을 것으로 판단된다. 예를 들면, 철학상담은 가치관 혼란, 학교부적응문제, 스마트폰중독, 게임중독과 같은 문제를 해결할 수 있는 하나의 방안이 될 수 있을 것이다. The purpose of this paper is to research the educational function of philosophical counseling. Philosophical counselor teaches thinking skills to client in the course of a counseling. The client indirectly learns thinking skills from philosophical counselor. Therefore, philosophical counseling performs educational functions. Philosophical counselor must respect the client’s personality and latent faculties. Philosophical counselor should help client to solve the problem. Therefore, philosophical counselor’s role is the role of the democratic teacher. As a result, philosophical counseling can help resolve many of problems that students experience in the field of education. For example, philosophical counseling is one of the ways to solve issues such as values confusing, school violence, school adaptation and game addiction.

Dewey의 미적 경험이 예술교육에 주는 시사

천정미(Chun, Jung-mee),오은혜(Oh, Eun-Hye ) 한국교육사상연구회 2005 敎育思想硏究 Vol.16 No.-

본 연구의 목적은 Dewey의 미적 경험의 의미를 명확히 밝혀, 미적 경험이 오늘날 예술교육 현장에 주는 시사점을 찾는데 있다. Dewey는 일상 경험과 미적 경험을 구분하지 않았다. Dewey에 있어 미적 경험은 변화를 가져오는 경험 중에서 가장 완전하고 이상적인 경험인 것이다. 그는 미적 경험을 ‘하나의 경험’으로 표현하였다. 미적 경험은 지적 경험, 정서적 경험, 실제적 경험이 통합된 경험이다. 이 ‘하나의 경험’, 즉 미적 경험은 교육에 다각적인 시사점을 준다. Dewey의 미적 경험이 예술 교육의 현장에 주는 시사점은 다음과 같다. 첫째, 예술교육이 미적 상상력과 창의력을 계발하기 위해서는 학습자들에게 미적 경험의 기회와 환경을 제공해야 한다. 둘째, 예술교육의 방법은 학습자들에게 미적 경험을 가능하게 하는 그림 감상과 같은 효과적인 교육방법을 사용해야 한다. 셋째, 예술교육은 예술 교과뿐만 아니라 모든 교과 그리고 학습자들이 생활하게 되는 학교의 모든 장을 통하여 전개되어야 한다. The purpose of this paper is to find some suggestions to a current art education field by clearing the significance of Dewey's aesthetic experience. Dewey did not recognize any distinctions between a daily experiences and an aesthetic experiences. Dewey's aesthetic experience is the most complete and ideal experience. He used the word 'an experience' for an aesthetic experience. Aesthetic experience is the united experience of the intelligence experience, the emotional experience and the practical experience. This 'an experience', a aesthetic experience suggests the various meanings to the education. To the art education field, Dewey's aesthetic experience suggests the followings. First, the art education must provide an opportunities and environments of a aesthetic experience for the learner to develop the creativities and imaginations. Second, the art education must apply the effective educational methods which give an aesthetic experience to the learner by appreciating an interesting fields. Third, the art education in the school must be done with the art curriculum as well as all the other curriculums and through the every fields of school life.

지식기반사회와 교육: Peter Drucker를 중심으로

천정미 ( Jung Mee Chun ) 한국교육철학회 2002 교육철학 Vol.22 No.-

It is not very long since we can hear or read the expression of information-oriented society, information age or multimedia age so often. In the case the expression implies that the information is the important key element to sharpen the competitiveness of individual or country. Nowadays the expression tend to be changed as the knowledge-based society. In twenty one century the key elements of the knowledge-based society are the informations and knowledges which influence and decide the quality of life of individuals and the competitive power of nations. The informations and knowledges also work as the source or origin of production of practical value. Therefore the ability of creating and sharing the knowledge as well as producing the added value is considered as the most fundamental requirement to be a creative citizen for the society. To educate such a person of ability becomes more important in these days. Education of knowledge-based society should cultivate the learner in ability of creative, accumulate and use of knowledge. In order to achieve this goal, the system of school education should be changed with an appropriate way. P. Drucker made a mention to the education of knowledge-based society in his writings. This paper try to present the direction of school education to cultivate the learner, who live in knowledge-based society, in ability of creativity with reference to Drucker. To this purpose first it is studied that how the knowledge-based society is introduced and then how the meaning of knowledge is changed in knowledge-based society. Finally it is discussed that in which direction the education and school system of knowledge-based society should be changed.

Hutchins의 진보주의 비판과 교육적 대안

천정미(Chun, Jung Mee),공영권(Kong, Young Guen) 한국교육사상연구회 2003 敎育思想硏究 Vol.12 No.-

본 연구의 목적은 1930년 전 후 미국의 교육을 지배했던 진보주의 교육사상에 대한 Hutchins의 비판을 고찰한 후 그 대안인 교양교육론에 대해 논의하는 것이다. Hutchins는 진보주의 교육사상을 세 가지 관점에서 비판하였다. 첫째, 학습자들을 사회적 환경에 적응시키는 것은 자유로운 인간발달을 저해한다. 둘째, 학습자들의 즉흥적인 욕구를 충족시켜주는 것은 교육이 사회의 변화에 따라가지 못한다. 셋째, 교육이 사회개혁의 수단이 되어야 한다는 관점에 반대하였다. Hutchins는 이러한 비판에 대한 교육적 대안으로서 교양교육론을 제시하였다. 교양교육론은 학습자들의 이성적 능력을 계발하기 위한 교육이다. 이것이 바로 Hutchins가 생각했던 현대를 살아가기 위해 필요한 지혜이며, 이것을 계발하는 것이 바로 교양교육의 본질인 것이다. Hutchins의 교양교육론은 오늘날 우리의 교육적 상황에서 중요한 의미를 갖고 있다. 오늘날 우리가 살고 있는 21세기는 정보기기와 컴퓨터가 생활화되면서 인간의 생활을 지배하게 되었다. 이러한 우리의 교육현실에 Hutchins의 교양교육론을 도입하는 것은 교육개혁의 중요한 계기를 제공할 것으로 본다. The aim of this study is to discuss the liberal education after reviewing the criticism of Hutchins to the progressive education prevailed in American education in 1930s. Hutchins criticized the progressive education in three views. First, the aim of the progressive education is for a learner to adapt to social environment. However, he criticized that such education hinders liberal development of human beings. Second, the progressive education enforces to satisfy immediate needs of learners. Hutchins criticized that the needs of learners could not be satisfied because education could not catch up the fast changes of society. Third, in the progressive education the education is a means of social reformation. Hutchins criticized the educational view as means of social reformation. Hutchins suggests the liberal education as a substitution for the progressive education. His view of a liberal education is to help development of a reasonable ability of human. Accordingly, the ultimate aims of liberal education is to develop a reasonable ability of human. In order to achieve these ultimate aims, Hutchins emphasizes the 'great books' as contents of education. He also emphasizes conversation and discussion as a method to acquire a truth of 'great books'. Such liberal education could develop learners' ability of critical judgement which is the wisdom needs living in modern society. The development of such wisdom is the essence of liberal education. The meaning of liberal education of Hutchins is getting more important in our current educational circumstances. In 21C, information engineering and computer dominate human life. Education emphasizes the productivity centered education to strengthen nation's competitiveness and the vocational education to individual economic profit. In these current educational environment, the introduction of liberal education of Hutchins will offer an important chance for an educational reformation.

Richard Rorty의 "대화"와 "아이러니"에 대한 대학교육의 목적

천정미 ( Jung Mee Chun ) 한국교육철학회 2003 교육철학 Vol.23 No.-

John Dewey의 지성 개념과 창의성 교육

천정미 ( Jung Mee Chun ),박영근 ( Young Gen Park ) 한국교육철학회 2002 교육철학 Vol.20 No.-

This paper aims to introduce an educational method to develop creative intelligence. Specifically, I closely look at the concept of Dewey`s (1916, 1979) intelligence and investigate how his intelligence-based educational method helps enhance creativity. Dewey defines intelligence as a scientific thinking concentrating on observation, experiment and reflectional thought. An attitude of scientific way of thinking, intelligence, is developed by reflectional consideration. The reflectional process of consideration features connection, goal as a conclusion and promotion for investigation. The process include six steps : suggestion, intellectualization, hypothesis, reasoning, testing and perspective. The methodological attitude of intelligence-centered education requires directness, open-mindedness, single-mindedness, responsibility. Despite some criticisms against his method in directness, open-mindedness and single-mindedness, I argue that his educational method provides better tools for nurturing creativity and originality. I further argue that his intelligence philosophy can provide proper guidelines for people to better adjust themselves to the changes of this information and globalization age.