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배움에 관한 노자의 철학과 성인교육학적 시사점: 『도덕경』을 중심으로
이종한(Yi, Jong-Han),이성엽(Yi, Sung-Yup) 한국교육철학회 2017 교육철학 Vol.64 No.-
The primary aim of this study is to find out Laozi’s philosophy of learning, such as the purpose of learning, the way to learn. Laozi had very negative stance on acquiring knowledge at ancient school, he said “if you stop learning, you will not be worried any more”, and “You should maintain the attitude you are not learned man, if you are an learned one”. so there little has been known about Laozi s philosophy of learning without his stance. We researched Laozi s philosophy of learning through the Taoteching, found out very concrete one. In Taoteching, Laozi presented “Brightness” as a purpose of learning and three specific way to learn, “See the subtle”, “Know thyself and see others point of view”, “See from the perspective of harmony”. “Brightness” means a clear understanding of the nature of nature and human relationship “See the subtle” means that focusing on the minute nearly hard to find out, because almost accident, like a safety incident or structure collapse, begins with a very small crack and the upheaval, such as war or industrial revolution, begins with a very tiny changes. “Know thyself” means understanding exactly what you want to do and taking a look at weather you are in pursuit that. “See others point of view” means in your point, you can only understand the words and actions of others, but in others point of view, you can understand their reason. thus if you know thyself and see others point of view you can get to clear understanding of human relationship “See from the perspective of harmony” means understanding the principle that an opposition things, like life and death, high and low, long and short, are exist correlated, affecting and changing each other. Laozi said that is knowing harmony and that make someone get to clear understanding The natural and the human world. Laozi’s philosophy is fit for adult learning, because it is aims to reach ‘Brightness’ Through understanding of the world, not aimed at competition or memorization for evaluation. also ways to learn can give many lessons to fundamental education, cultural education and vocational education.
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교사교육 후에 실시한 그림책을 활용한 이야기나누기 활동이 유아의 마음이론 발달에 미치는 효과
김순란(Kim Soon-Ran),이종한(Yi Jong-Han) 한국영유아보육학회 2010 한국영유아보육학 Vol.0 No.63
본 연구는 마음이론에 대해 교사교육을 시킨 후 마음이론 요소가 포함된 그림책을 선정하여 이야기나누기 활동을 실시하여 유아의 마음이론 발달에 미치는 효과를 알아보기 위해 수행되었다. 어린이집에 다니는 60명의 4세 유아가 연구에 참가하였다. 연구결과에 의하면 마음이론에 대해 교사교육을 실시한 후 마음이론 요소가 포함된 그림책을 활용한 이야기나누기 활동을 실시하는 것이 유아의 마음이론 발달에 긍정적인 효과가 있음을 알 수 있었다. 따라서 마음이론 요소가 포함된 그림책을 읽어주는 것만으로는 마음이론 발달에 효과가 없는 것으로 나타났다. 이러한 결과는 현재 시행되고 있는 유아교육에 대한 중요한 시사점이라고 본다. The purpose of this study is to see if story sharing activities with picture books containing elements of the theory of mind have any effects on the development of children's theory of mind. Participants of this study were sixty four-year old children at a kindergarten. Prior to the activities, the teachers of the children received a training session explaining about the theory of mind and how to conduct story sharing activities as planned. The teachers involved the children into story sharing activities with picture books containing elements of the theory of mind. The study found that reading the picture books to the children alone did not cause any effects on the development of their theory of mind, but involving them into story sharing activities with the picture books caused positive effects on the development of the children's theory of mind. This finding can be applied in teaching young children.
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결손가정 아동의 심리사회적 특성에 관한 연구: 비결손가정 아동과의 비교
김해숙 ( Hae Suk Kim ),이종한 ( Jong Han Yi ) 한국통합교육과정학회 2016 통합교육과정연구 Vol.10 No.2
본 연구는 초등학교에 재학 중인 결손가정 아동과 비결손가정 아동의 비교를 통하여 심리적 특성을 비교하고자 하였다. 조사대상자는 경북도내 초등학교에 재학중인 5·6학년 남녀 아동 601명(결손가정 아동: 106명, 비결손가정 아동: 495명)이었다. 측정도구로는 우울척도(Y-DACL), 불안 척도(STAI-Ⅱ), 자아존중감 척도, 대인관계 척도를 사용하였다. 분석결과, 결손가정의 환경에서 자라나는 아동들과 정상적인 가정에서 성장하는 아동과의심리적 특성의 차이를 살폈을 때, 결손가정 아동이 비결손가정 아동보다 우울, 불안의 정도가 더 높은 것으로 나타났다. 자아존중감에서도 자아존중감의 4가지 하위 요인인 일반적 자아존중감, 사회적 자아존중감, 가정적 자아존중감, 학업적 자아존중감에서도 결손가정 아동이 비결손가정 아동보다 자아존중감이 낮은 것으로 나타났다. 또한 대인관계에서도 대인관계의 5가지 하위 요인인 만족도, 의사소통, 친근성, 개방성, 이해성에서도 모두 결손가정 아동이 비결손가정 아동보다 대인관계 정도가 낮은 것으로 나타났다. 결론적으로 결손가정의 아동이 비결손가정 아동보다 더 우울하고 불안감을 더 느끼며, 자아존중감이 낮고 대인관계에 더 어려움을 느끼고 있었다. 이를 기초로 결손가정에서 자라는 아동이 가정환경을 극복하고 건강하게 성장 발달하도록 학생 생활지도와 상담활동을 하는데 관심을 가져야 할 것과 관련해서 논의하였다. The purpose of this study was to identify the psychological characteristics of the children of separated families in comparison with the children of unseparated families. The subjects for this study were 601 children, who were in the 5th and 6th grades of elementary school(separated family 106: unseparated family 495). Y-DACL, STAI-II, Self-Esteem Inventory and Scale for Interpersonal Relationships were administered for this study. When considering the psychological characteristic differences between the children of separated families and the children of unseparated families, the children raised in the separated family environments showed higher levels of depression and anxiety compared with the children raised in unseparted family environments. Regarding self-esteem, the children raised in separated family environments generally showed lower levels of self-esteem, social self-esteem, home self-esteem and academic self-esteem, which are the four sub-factors of self-esteem, compared with the children raised in the unseparated family environments. For interpersonal relationships, the children raised in separated family environments showed lower levels of satisfaction, communication, familiarity, openness and understanding, which are the 5 subfactors of interpersonal relationships, compared with the children raised in unseparated family environments. When synthesizing the results, there were significant differences in all of the independent variables used for the study. In other words, the children of separated family environments felt higher levels of depression and anxiety more frequently, had lower levels of self-esteem and showed more difficulty in dealing with interpersonal relationship.
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석면분석 정도관리용 표준시료 개발연구 II - Amosite 및 Chrysotile 표준시료 평가 -
이광용,윤충식,한진구,윤문종,정시정,이종한,이인섭,박두용,Yi, Gwang Yong,Yoon, Chung sik,Han, Jin Ku,Yun, Moonjong,Jung, Sijeong,Lee, Jong Han,Lee, In Sub,Park, Doo Yong 한국산업보건학회 2009 한국산업보건학회지 Vol.19 No.3
We conducted validation for asbestos quality control (QC) samples made by the developed method which was presented in our published paper. The main results of the validation study are as follows. The pooled coefficient variations of analytical results in three different concentrations (low, medium, and high concentration) for amosite and chrysotile were less than 20 %, which met the sample homogenicity criteria of NIOSH. Also we confirmed the homogenicity of asbestos samples by using the relocatable field slide. To evaluate the field applicability of the developed asbestos QC samples, the field validation was performed with four proficient asbestos analysts by using the statistical methods of AIHA asbestos PAT program. All analytical results from four asbestos analysts were located in the acceptable range.
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