http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
- 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
- 北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.
RISS 인기검색어
- 검색키워드
- 저자 : 허경섭 ( Gyeong Seop Heo ) (검색결과 3 건)
- 무료
- 기관 내 무료
- 유료
-
허경섭 ( Gyeong Seop Heo ) 한국교육철학회 2012 교육철학 Vol.47 No.-
The purpose of this research is to investigate the moral-educational aspects of activity-based studies in regard to Dewey`s theories. In traditional ethics, reasonable norms that remained theories rather than put into practice were considered objectives of moral behavior or top principles. However, the idea that there are objective and absolute standards to human behavior, as in traditional ethics, has a high possibility of leading to vague and dogmatic moral education. To Dewey, morality was something acquired not from emphasizing certain standards but from practicing. Therefore, Dewey related moral contents to the connection between subject and object, and to the way the morality resulting from such connection influenced established personal beliefs, not to the reasonal norms. Moreover, Dewey took scientific and experimental approaches to study concepts such as purpose, value, and virtueo He concluded that morality is the product of practices which judge and evaluate such concepts. When substantial morality forms throughout activity-based studies and observations, it builds upon habitual practices. For an outstanding moral habit to be formed, one has to raise ``the habit of intellectual understanding`` and to be actively involved in practices with other people, not to passively depend on the theoretical learning from other people, Through interactions with the environment, humans establish and develope their own personality by applying conclusions obtained from previous experiences to current events, and the personality develops from personal habits. Habits that involve intellect are useful in every aspect of life, so the frequent and prolonged practice of such habits will lead to the thorough mental growth of an individual.
-
듀이의 활동중심 탐구과정에 담긴 교육의 내용과 방법의 통합
권정선 ( Jung Son Kwon ),허경섭 ( Gyeong Seop Heo ),김회용 ( Hoy Yong Kim ) 한국교육철학회 2014 교육철학 Vol.52 No.-
The purpose of this study was to investigate critically the existing educational contents and methods on knowledge uncombined with our lives and to explore directions for the integration of educational contents and methods on practical knowledge. For this, firstly, this study selected and analyzed Traditionalism and Progressivism as exclusively opposite approach to education, in particular, the aspect of contents and methods. Next, it explored to define Dewey`s activity-based inquiry process. Finally, it showed that the educational contents and methods could not be separated in Dewey`s activity-based inquiry process. As a result, educational contents and methods in educational practice were experiences as things integrated. Therefore, knowledge for education has been emphasized as meaningful results that learners have experienced. Once the learners recognize the value and meaning of knowledge, they will be able to internalize the genuine knowledge, moreover they will be self-directed learners. In other words, if learners could discovered their own meaning and value of knowledge in the inquiry process, they have sustainable needs, trying to be involved in the new process based on the knowledge they earned.
-
KCI
스콜라연관 검색어 추천
이 검색어로 많이 본 자료
활용도 높은 자료
