매킨타이어 도덕철학의 국제이해교육에의 함의

한일조 ( Ill Jo Han ) 한국교육철학회 2008 교육철학 Vol.34 No.-

교육신경과학의 윤리문제와 교육철학의 역할

한일조 ( Ill Jo Han ) 한국교육철학회 2014 교육철학 Vol.52 No.-

The purpose of this study was to examine and prepare for the ethical issues of educational neuroscience, identifying general concerns and problems of neuroethics and arguing on some ethical issues of education. The result is as follows. First, there seem to be the problems of over-trust on imaging data, privacy, safety, coercion, fairness, and human values, along with the fallacies of medicalization, localization, and reification. Discussion of 3 major issues of educational neuroscience reveals that more sincerity in the process of theory-practice translation, more openness in use of neuro-pharmaceutical drugs, and child`s self-authorship need to be secured. And for the role of philosophy in neuroeducation, analysing philosophical base, deducting social and ethical implications, and deliberating long.

일본 노인교육의 형성과 중심 아이디어: 고령자교육론 성립의 맥락에서

한일조 ( Han¸ Ill-jo ) 한국교육철학회 2021 교육철학 Vol.78 No.-

Japanese education for the elderly is a good model to be reckoned with, facing the ‘aging or aged society’. However, it is not easy to benefit from simply modeling it, without knowing the socio-historical context in which the ideas and practices of the system were moulded. This study seeks to investigate the historical milieu and main ideas of Japanese efforts for the elderly education around the 1970’s. Especially, it focuses on the context of changing image of older people, the relatedness of ‘la culture vivante’ and ‘collaborative learning’ with their moto ‘ikigai’(a Japanese word for raison d'être). For conclusion, it concedes that Japanese efforts for the elderly education are distinguished for their self-motivated impulse in start, and voluntary activities and services for society on the part of participant elderly learners.

배려윤리의 교육적 가능성과 한계

한일조(Han, Ill-Jo) 한국교육철학회 2016 교육철학 Vol.58 No.-

Theories of ethics sometimes make a great influence on education. Recently delineated ethics of care pushes us to think about education in a new light. The purpose of this study was to investigate the educational possibilities and limitations of this care ethics. The result is as following. The ethics of care suggests for education, the opportunities to seek more feminine traits, to emphasize more on natural (effortless) care than ethical(willful) care, and to add a new concept of goodness as overcoming pain, separation, and helplessness. However, the ethics of care also is seen to have educational limitations, like the problem of marginality resulting from its theoretically unstable status in philosophy as well as its conflict with the alternative ethics of justice and its ambiguity in defining of goodness, especially the absence of priority among pain, separation, and helplessness.

신경과학적 자아관의 철학적 쟁점과 교육

한일조 ( Ill Jo Han ) 한국교육철학회 2015 교육철학 Vol.55 No.-

This study aimed to figure out the change of images in the concept of self throughout neuroscientific literatures, to analyse related philosophical issues, and to seek some educational implications. The result is as following. With the development of neuroscience, there has been some change in the image of human self. The concept was extended wide enough to include affective and nonconscious dimensions, and there were inclinations toward reductionism and anti- volition. Consequently, the philosophical issues of mereological fallacy, physical reductionism, and denial of free will had to been dealt with. Educationists should be aware of the results of philosophical debates regarding neuroscience. And we need to cope with the problems of neuromyths, nueromania, and neurophobia. We would better take the way for neurophilia.

학습에 대한 신경과학적 모델과 그 관련 쟁점

한일조(Ill-Jo Han) 한국내러티브교육학회 2020 내러티브와 교육연구 Vol.8 No.1

최근 교육에서 신경과학을 적용하려는 많은 노력에도 불구하고 별 성과가 없는 것은 학습에 때한 개념이 불분명하기 때문이다. 그래서 신경과학적 연구에서는 학습을 어떻 게 보는가를 연구할 필요가 있다. 본 연구에서는 최근 영어권 신경과학적 연구들에서 점 차 윤곽이 잡혀가고 있는 학습에 대한 설명적 모델들을 확인하고 서로 비교하며 관련 쟁점들을 검토하는 것을 목적으로 하였다. 새로이 학습을 정의하려는 신경과학적 시각 들은 크게 학습을 연상학습 방식으로 보는 관점과 정보처리 방식으로 보는 관점으로 대 표된다. 연상학습 관점에서는 학습은 경험의 결과로서 신경세포들 사이의 결합의 변화 로서 설명되고, 정보처리 관점에서의 학습이란 경험에서 오는 유용한 정보를 추출하여 환경에서 유용한 행동을 하는 데 사용될 입출력 정보를 계산하는 것으로 설명되고 있다. 어느 관점이 더 나은 설명인가 하는 문제는 현재로서는 설명의 단순성의 측면에서 정보 처리 관점이 유리해 보인다. 현실적 도움이 되기 위해서는 학습만이 아닌 지능, 동기 등 에 대한 신경과학적 연구 성과와의 종합적 적용이 요구된다. Though there have been many researches of neuroscience, we rarely have some educational help from them. It is mainly because we do not have any neat ideas of learning from the perspective of neuroscience. Thus, the purpose of this study is to investigate the explanative models of learning on the side of neuroscientific researches. Some traditional conceptions of learning are also reckoned with in process. The newly emerging neuroscientific models of learning are tainted with both connectionism and computationalism. Related issues such as identifying critical points of new explanations, relationship with psychological explanation, and relative theoretical preferability to each other are also discussed. The clear ideas of learning from the perspective of neuroscience will help educators to apply neuroscientific findings in theory and practice more effectively.

일반논문 : 거울뉴런(Mirror Neuron)과 공감과 도덕교육

한일조 ( Ill Jo Han ) 한국교육철학회 2010 교육철학 Vol.41 No.-

The purpose of this study was to examine the meaning of and controversy over mirror neurons in neuroscientific studies, and draw out some implications for moral education. Especially, the study tried to focus on the motor-relatedness of observation behavior. The result is as following. The main meaning of the discovery of mirror neurons is identified as that of physiological and neurological leverage for animal and human mimicry behaviors, that may lead to secure a way for action understanding and empathy. The main feature found in the function or role of mirror neurons is its motor character in relationship with the observed actions of actors. And the theoretical explanation of simulation theory regarding the role of mirror neurons exposes the implicit, automatic, unconscious, and prerational character of mirroring process. The findings suggest the need for a heightened interest in unconscious or subconscious process of behavior formation, more concern with action observation as indirect experience, and more intentional use of action imitation in moral education.

의식에 대한 신경철학적 논란과 교육인식론의 과제

한일조 ( Han Ill-jo ) 한국교육철학회 2019 교육철학 Vol.70 No.-

Recently, there have been some neurophilosophical controversies over consciousness, with the booming interest in neuroscientific studies on consciousness. This study intends to do three things. First, it tries to depict the overall efforts in the direction of neurophilosophical inquiry as a realization of Quine’s ask for a ‘naturalized epistemology.’ Second, it analyses the issues of eliminative materialism, identity theory vs functionalism debate, and ‘qualia’ problem as main neurophilosophical controversies over consciousness. And finally, as was required, it suggests a few tasks for educators to meet in regard with knowledge policies over schooling.

내러티브 노년교육학의 이론적 기반과 주요 주제 탐색

한일조(Ill-Jo Han) 한국내러티브교육학회 2021 내러티브와 교육연구 Vol.9 No.3

본 연구에서는 최근의 노년학 연구에서 새로 등장하고 있는 내러티브 노년교육학의 가능성을 탐색하기 위해 그 이론적 기반이 되는 내러티브 노년학이 갖는 사회노년학의 이론 유형상의 위치와 그 개념적 특성을 분석하고, 그 적용 성과로서의 탐구 주제들을 확인하려 하였다. 결과는 다음과 같다. 내러티브 노년학은 이론으로서보다는 발견적 탐구방식으로 시작했기 때문에 이론유형상의 뚜렷한 위치를 지정하기는 힘들며, 그 특성으로서의 내러티브 접근의 적용은 특히 삶의 정리단계에 와 있는 노년기 사람들에게 ‘일관된 삶의 의미’를 강조하는 데서 그 의의를 가진다는 것을 확인하였다. 아울러 노년의 삶과 고령화의 ‘주관적 차원’을 해명하려는 내러티브 노년학은 내러티브 노년교육학의 이론적 기반으로 작용하여, ‘내러티브 지능’, ‘전환학습’ 등의 성과들을 산출함으로써 노인교육을 돕기 위한 체계적 탐구로서 기능할 수 있음을 확인할 수 있었다. Though there have been many researches in the field of gerontology, the application of narrative approach is a recent phenomenon. The heuristic of narrative, despite its wide use in gerontology, is still unfamiliar to educational gerontologists. In this study, it is intended to figure out the theoretical foundation and the basic features of narrative approach in social gerontology, and also to examine the possibility of narrative educational gerontology as a practical subfield education. Although the narrative gerontology is restrained in its extension as a major theory, for its start as a heuristic, its main merits for being able to reach to the subjective side of human meanings, open a new possibility for educational gerontology, introducing some interesting subject matters such as ‘narrative intelligence’ and ‘transformative learning’ by way of restorying.

자아 해명의 신체화와 그 교육적 의미

한일조 ( Ill Jo Han ) 대경교육학회 2008 교육학논총 Vol.29 No.2