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조용하(Yong Ha Joh) 한국여가레크리에이션학회 2003 한국여가레크리에이션학회지 Vol.25 No.-
The purpose of this study is to explore into the perspective on experiential learning of youth training activities. For this purpose, there are some specific questions. -Who is adolescence: the argument of youth and developed tasks in an adolescent period, why do they have to do the activities: What is the reason why youth training activities are focused, and what is youth training activities as an actual experiential learning. The perspectives of experiential learning in youth training activities through this study can be summarized as follows: First, it should be necessary for the principle of spontaneity and independence as the desire developing tasks in an adolescent period to be a basic standard to form and evolve the program for youth training activities. Second, there should be necessity for much intentional effort to establish their own identities through youth training activities in an adolescent period. Third, it should be focused on balanced development in terms of physical and mental growth through taking to nature and experiencing group activities. Fourth, youth training activities should be operated focusing on youth mental stability, active change of living attitude, and social skills. Then through these focuses, many programs have to be managed for youth. Fifth, for these change in quality, the meanings of doing tasks, having pleasure and spending leisure tine should be required through the actual experiential learning. Finally, youth training activities should be such a kind of activity on their own initiative and chance to have the actual experiential learning.
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조용하(Yong Ha Joh) 한국여가레크리에이션학회 2006 한국여가레크리에이션학회지 Vol.30 No.3
The purpose of this study is to discuss the youth activity`s development task according to the five-day schooling. In order to achieve this purpose, the five-day schooling`s background and social request, the five-day schooling and youth activity policy assignment must be explored and the five-day schooling and youth activity`s current status must be examined to find the five-day schooling and youth activity`s developmental task. After inspecting the youth activity`s development task according to the five-day schooling the following can be shown. First, the leisure education should be activated. Second, leisure activity`s information centers should be established. Third, the infra should be launched for the youth`s leisure time which is positively spent. For example, the local youth leisure experiential activity center should be built immediately. Fourth, the youth activity should establish inter-agency cooperation among the school, home, and the community in order to manage activities effectively. Fifth, the expert in this area must be produced in order to activate the youth`s leisure activity.
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‘고령화 교육’ 측면에서의 고등학교 ‘사회·문화’ 교과서 분석
최만식(Choi, Man-Sik),조용하(Joh, Yong-Ha) 한국사회과교육연구학회 2012 사회과교육 Vol.51 No.4
본 연구는 고등학교 사회·문화 교과서가 고령화 교육에 충실하게 보완될 수 있는 계기를 마련하고, 체계적인 학교 고령화 교육으로 고령화 문제에 대비하기 위해 고령화 교육 측면에서 고등학교 사회·문화 교과서를 분석하고자 한다. 분석 대상은 ‘2009 개정 교육과정’에 따른 고등학교 사회·문화 교과서이고, 6개의 분석 준거로 양적분석과 질적분석을 하였다. 양적 분석 결과, 고령화 교육 관련 양적 서술이 적거나 없는 교과서와 영역이 있어서 고령화 교육 관련 학습량 미충족 가능성이 있었다. 고령화 교육 관련 직접 서술 및 본문 서술이 부족했고, 고령화 관련 단원이 없어서 고령화 교육 관련 심화 학습과 학습의 질에 문제가 있을 수 있었다. 질적분석 결과, 고령화 교육과 관련하여 기본적으로 학습되어야 할 내용이 없거나 소극적으로 서술된 경우가 많았다. 또 고령화 문제의 심각성을 알려주는 구체적 내용이 부족하거나 의미 전달이 제대로 되지 않도록 서술된 경우가 있어 고령화 교육의 효과가 저하될 우려가 있었다. This thesis aims at analyzing the high school ‘society and culture’ textbook newly edited in 2009 in terms of ‘aging education’ under the cognition that systematic school aging education should be needed to prepare for aging problems. The subjects of this study are three kinds of textbooks and I used quantitative analysis methods and qualitative analysis methods. As a result of quantitative analysis, s a findings of quantitative analysis, there were less liable to meet the essential amount of learning related to the aging education as the descriptions regarding the education to be lack or scarce. The aging education advanced learning and its quality were about to be troublesome since the direct or text predications on the senior instruction are short and any units about it are omitted. As a result of quantitative analysis, a lot of cases where what was basically covered during the class was usually slipped out or written passively were found. The effect of the schooling was susceptible to depreciating because of the situations that the specific contents about the seriousness of aging problems were not sufficient or the communication of meaning was not performed well. Thus, supplementation of relevant materials is needed.
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조용하 東亞大學校 學生生活硏究所 1998 學生硏究 Vol.17 No.-
Structuralism we call it today can be regarded as the fact that Levi-Strauss has developed it most systematically in the methodical dimension. At present, structuralism is being accepted extensively as a view of the world or a ideology beyond the restricted field or the theoretical discussion in connection with the anthropological issues. Accordingly. this paper will speculate about his life, his intellectual background and growth, and his achievements and ideas (esp. the basic structure of relative the primitive classification of myth) in order to understand the structuralism as known the central core of his ideas. Today structuralism, as a representative of French philosophy, is taking a lead the intellectual circle of the world and it is Levi-Strauss who originated structuralism. He succeeded to the methodology of Saussure and Jacobson who are linguists and established the structural anthropology. His ideas were directly connected with the structuralism in France, which was extended into Lacan's Supernatural Psychology, Althusser's Marxism and Foucault's Philosophy etc. so formed as a huge main-stream. His anthropology, which tries to understand cultural phenomenon and human society from a structural view, is founded on Kant's Philosophy which denies a transcendental being, On the other hand, it opposes directly against Sartre's existential philosophy which affected France widely in the early twentieth century. Levi-Strauss depends on the data of primitive people treated as the object of existing anthropology. At the same time, he seeks universality of human being.
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성인학습을 위한 앤드라고지(Andragogy)의 교육적 패러다임
조용하 동아대학교 교육대학원 1998 동아교육논총 Vol.24 No.-
본 연구는 성인학습의 이론적 관점을 제시하고 있는 앤드라고지(andragogy)의 교육적 패러다임을 탐색해 보고자 하는데 그 목적이 있다. 이를 위해서 앤드라고지의 출현배경, 역사적 발달, 이론적 가설과 기술적인 함의, 그리고 교육전략을 분석하고자 한다. 성인학습을 위한 앤드라고지의 패러다임은 성인학습자의 특징으로부터 끌어내어진 성인교육의 기초이론을 교육실천에 적용한 것으로 교육과정의 지도원리의 하나로 구조화되어가고 있다. 교육의 과학적 이론으로서는 이론도식들이 제사실을 해명하며 또한 얼마만큼 검증되고 있는가 하는 점에서는 이론의 여지도 없지 않다. 그러나 성인학습을 위한 지도원리로서 앤드라고지는 지지와 성과를 올리고 있으며 이제는 성인교육의 가장 유력한 이론 체계로 간주되어 가고 있다. The issue of andragogy has become a major focus in the practice and discourse of adult education in recent years. The 'andragogy' is probably the most common of adult education's shibboleths. As a term summarizing a number of central beliefs concerning the unique character of adult learning and the implications for practice which flow from these it is undeniably the most important concept in the field to many practitioners. Andragogy is often thought of as a grasp of decontextualized tools and techniques that can be applied in any settin for any educational purpose. It become a word used frequently by adult educators to describe the process of adult learning. Educational paradigm of andragogy for the adult learning is the unifying educational process that can help adults discover and use the findings of these related fields in social settings and educational situations to stimulate the growth and health individuals, organizations, and communities. The field of adult education has long sought a glue to bind its diverse institutions, clienteles, and activities into some sense of unity; perhaps andragogy sill give it at least a 'unifying theory'. And, extended in its application to the concept of lifelong learning, andragogy will provide a unifying theme for practice of adult education.
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