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    닫기

    새로운 대안 학교 패러다임으로서 양업고등학교의 사례 연구 : William Glasser Quality School 모형을 중심으로

    한글로보기

    https://www.riss.kr/link?id=T14585152

    • 저자
    • 발행사항

      경산 : 대구가톨릭대학교, 2017

    • 학위논문사항

      학위논문(박사) -- 대구가톨릭대학교 대학원 , 교육학과 , 2017. 8

    • 발행연도

      2017

    • 작성언어

      한국어

    • 주제어
    • KDC

      370 판사항(5)

    • 발행국(도시)

      경상북도

    • 기타서명

      A Case Study of YangEob High School as a New Alternative School Paradigm

    • 형태사항

      xi, 263 p. ; 26 cm.

    • 일반주기명

      지도교수: 정일환
      참고문헌 수록

    • UCI식별코드

      I804:47023-200000113684

    • 소장기관
      • 대구가톨릭대학교 중앙도서관 소장기관정보

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    부가정보

    다국어 초록 (Multilingual Abstract) kakao i 다국어 번역

    영어
    한국어
    ‘Quality School’ is made by good teachers, warm parents, and exciting children. A Quality School (QS) is a school in which both teachers and administrators manage effectively and so the majority of students experience good quality education and achieve academic achievement. In ‘Quality Schools’, students make self-evaluation to make efficient choices that satisfy their desires. Teachers manage their school affairs administration to achieve high academic achievement. School administrators have a streamlined education administration and personnel management. For that reason, no student in a good school can fail or become a loser.
    ‘Quality Schools’ (QS) based on the Glasser’s ‘Choice Theory’ and ‘Reality Therapy’ are designed to provide effective instruction for teachers and educational administrators. Therefore, ‘Quality Schools’ (QS) are happy schools in which most students experience good quality education, make the best effort, and improve academic achievement.
    The new paradigm of a Quality School (QS) can be close to the right answer to the school education problem. The good practical model is YangEob High School. Therefore, it is very important to practice a model of a new school paradigm consistently in the educational field.
    In the era of materialism that prioritizes money and pleasure, in the era of consumerism that confirms the value of self-existence through consumption, in the era of success-addiction that threatens right values and faith, YangEob High School is a Quality School such as a miraculous flower which bloomed and grew beautifully in the age of an academic-centered situation and an entrance examination competition situation. It can be a good practical model to open up new horizons in Korean education.
    Therefore, the purpose of the study are as follows:
    First, the study explores the process how to contextualize Glasser’s Quality School model into YangEob High School based on the education spirituality of the Venerable Father YangEob Choi.
    Second, the study tries to establish and spread the practical ‘new educational paradigm’ of YangEob High School, as both an indigenized Quality School and an advanced model school in future.
    In this paper, based on the Glasser’s Quality School Creation Theory, Deming’s Total Quality Management (TQM) Theory, and Father YangEob Choi’s education spirituality, the following three conclusions were obtained by studying the practices of YangEob High School as a new alternative education paradigm.
    (1) Glasser, Deming, and Father YangEob Choi’s life themselves, as the basics of YangEob High School management, reveal a practical paradigm of alternative education as a new paradigm for bringing about coppice transformation and innovation in school management.
    Glasser is the founder of choice theory based reality therapy. He converted the existing Freud-type psychological counseling and applied the reality therapy based on the elective theory to a Quality School (QS). According to him, a person feels happy when he is able to choose his life as the master of his own life. In other words, he has completed the theory of human dignity that people who are able to choose what is important in their lives and who can be responsible for their chosen behavior can improve their quality of life and be happy.
    Deming’s quality management philosophy has made Japan the world’s number one country after World War II. As a father of quality management, his role was absolutely crucial for Japanese companies to be able to boast high quality worldwide. Glasser read Deming’s book and continued to believe that ‘Quality’ is the answer to many problems in society and that a Quality School (QS) is possible.
    Education spirituality of Father YangEob Choi can be a cornerstone of the foundation of Korean Catholic school management. His life of the unselfish love and his devotion to God lead to the foundation of the business goals of YangEob High School, as a Catholic school. The completion of a Quality School (QS) is aimed at spiritual education.
    (2) In the biographical descriptions of Glasser, Deming, and Father YangEob Choi, they showed a model of life that transformed the minus of life into positive. They have converted the negative and dark side of their lives to the positive energy of lives.
    Glasser was not happy during his childhood. Because the father was often violent, and the mother was dominant and controlled. Glasser, although young, later decided not to resemble his parents’ life. This experience greatly influenced his emphasis on personal accountability, not being harmful to others, and taking good relations as important. He has helped to overcome the negative aspects of life and to help young people clearly recognize what their true needs are, while at the same time helping them to wisely choose behavior that satisfies those needs in a sense of responsibility for their actions.
    Deming earned money from part-time jobs at the age of eight and studied engineering, mathematics, and physics. When he searched for the doctoral degree at Yale University, he worked as an intern at Bell Labs to raise funds. He overcame his own economic weaknesses and created self-sufficiency as self-taught. The fourteen points of his management are the keys to solving the problems of school organization and the key to the school renewal for the continuous improvement of the school.
    Father YangEob Choi is a witness of the sweat that caused the Korean Catholic Church to fall back upon persecution. In the valley of death he showed hope forever (semper in aeternum sperabo) and showed a life that does not lose the ‘meek mind’ even in the worst situation. He was a pioneer of indigenous landscapes and a pseudo-loyalist of a love-loving person who devoted his life to God and the people, as an educator of hope, an educator of the eye-level, and an educator of love.
    Furthermore, he expected to be a Catholic in Korea in accordance with the demands of the times that demanded the reform of society. His ethnic and cultural identity is obvious. He loved Korea and was waking up to the love God in the right way. Spirituality education is desperately needed for YangEob High School to move to the new ‘Quality School’ (QS) of future advanced models. Based on the goals of education for the intellect, personality, and spirituality, the YangEob High School should find the essence of spiritual education based on the life of Father YangEob Choi.
    Total Quality Management (TQM) for both education and training is clearly aimed at the conversion to personality-based spiritual education. In particular, educational reforms for the identity of Catholic schools should be directed toward spiritual education. In this regard, the educational spirituality of Father YangEob Choi offers the standard indicators for establishing the school management goals of YangEob High School and the management goals of the Catholic schools.
    (3) It is possible to suggest a way to Quality School, YangEob High School. The education of YangEob High School is to make all students believe that what they want to learn or be encouraged to learn adds to the quality of their lives. There are no shortcuts or royal roads for YangEob High School to go to Quality School. To achieve that, all members of the school must understand the complex concept of Quality.
    1) Quality: Personality - Intellect - Spirituality, True - Goodness - Beauty, Parent - Student – Teacher, these Trinity implies a happy life through good love relationships.
    2) Education: Learning is the process of discovering that we add quality to our lives.
    3) Lead Management: Lead management is to learn how to persuade all students to learn and learn hard in accordance with the discussions of the educational community through listening and communicating. Because students are confident that doing their best with school managers will improve the quality of life for their students, school managers should persuade school members to do as well as they can. Therefore, the lead-type manager does not have to manage or force the boss type.
    4) Teaching: Teaching is the process of explaining, showing, and modeling what a teacher already believes that the content they want to learn will enhance their quality of life.

    In conclusion, the results of this study reveal that a Quality School (QS) model of YangEob High School as a new alternative education paradigm suggests a way to achieve the essential purpose of holistic education. Applying the education philosophy, contents, and methods that a good school is aiming to consistently and consistently in Korea can bring about innovation in education like YangEob High School. Especially, as a new paradigm, the business model of YangEob High School is an active alternative to solving and preventing student’s problematic behavior, achieving higher academic achievement, and pursuing happiness for all members of the school.
    번역하기

    ‘Quality School’ is made by good teachers, warm parents, and exciting children. A Quality School (QS) is a school in which both teachers and administrators manage effectively and so the majority of students experience good quality education and ac...

    ‘Quality School’ is made by good teachers, warm parents, and exciting children. A Quality School (QS) is a school in which both teachers and administrators manage effectively and so the majority of students experience good quality education and achieve academic achievement. In ‘Quality Schools’, students make self-evaluation to make efficient choices that satisfy their desires. Teachers manage their school affairs administration to achieve high academic achievement. School administrators have a streamlined education administration and personnel management. For that reason, no student in a good school can fail or become a loser.
    ‘Quality Schools’ (QS) based on the Glasser’s ‘Choice Theory’ and ‘Reality Therapy’ are designed to provide effective instruction for teachers and educational administrators. Therefore, ‘Quality Schools’ (QS) are happy schools in which most students experience good quality education, make the best effort, and improve academic achievement.
    The new paradigm of a Quality School (QS) can be close to the right answer to the school education problem. The good practical model is YangEob High School. Therefore, it is very important to practice a model of a new school paradigm consistently in the educational field.
    In the era of materialism that prioritizes money and pleasure, in the era of consumerism that confirms the value of self-existence through consumption, in the era of success-addiction that threatens right values and faith, YangEob High School is a Quality School such as a miraculous flower which bloomed and grew beautifully in the age of an academic-centered situation and an entrance examination competition situation. It can be a good practical model to open up new horizons in Korean education.
    Therefore, the purpose of the study are as follows:
    First, the study explores the process how to contextualize Glasser’s Quality School model into YangEob High School based on the education spirituality of the Venerable Father YangEob Choi.
    Second, the study tries to establish and spread the practical ‘new educational paradigm’ of YangEob High School, as both an indigenized Quality School and an advanced model school in future.
    In this paper, based on the Glasser’s Quality School Creation Theory, Deming’s Total Quality Management (TQM) Theory, and Father YangEob Choi’s education spirituality, the following three conclusions were obtained by studying the practices of YangEob High School as a new alternative education paradigm.
    (1) Glasser, Deming, and Father YangEob Choi’s life themselves, as the basics of YangEob High School management, reveal a practical paradigm of alternative education as a new paradigm for bringing about coppice transformation and innovation in school management.
    Glasser is the founder of choice theory based reality therapy. He converted the existing Freud-type psychological counseling and applied the reality therapy based on the elective theory to a Quality School (QS). According to him, a person feels happy when he is able to choose his life as the master of his own life. In other words, he has completed the theory of human dignity that people who are able to choose what is important in their lives and who can be responsible for their chosen behavior can improve their quality of life and be happy.
    Deming’s quality management philosophy has made Japan the world’s number one country after World War II. As a father of quality management, his role was absolutely crucial for Japanese companies to be able to boast high quality worldwide. Glasser read Deming’s book and continued to believe that ‘Quality’ is the answer to many problems in society and that a Quality School (QS) is possible.
    Education spirituality of Father YangEob Choi can be a cornerstone of the foundation of Korean Catholic school management. His life of the unselfish love and his devotion to God lead to the foundation of the business goals of YangEob High School, as a Catholic school. The completion of a Quality School (QS) is aimed at spiritual education.
    (2) In the biographical descriptions of Glasser, Deming, and Father YangEob Choi, they showed a model of life that transformed the minus of life into positive. They have converted the negative and dark side of their lives to the positive energy of lives.
    Glasser was not happy during his childhood. Because the father was often violent, and the mother was dominant and controlled. Glasser, although young, later decided not to resemble his parents’ life. This experience greatly influenced his emphasis on personal accountability, not being harmful to others, and taking good relations as important. He has helped to overcome the negative aspects of life and to help young people clearly recognize what their true needs are, while at the same time helping them to wisely choose behavior that satisfies those needs in a sense of responsibility for their actions.
    Deming earned money from part-time jobs at the age of eight and studied engineering, mathematics, and physics. When he searched for the doctoral degree at Yale University, he worked as an intern at Bell Labs to raise funds. He overcame his own economic weaknesses and created self-sufficiency as self-taught. The fourteen points of his management are the keys to solving the problems of school organization and the key to the school renewal for the continuous improvement of the school.
    Father YangEob Choi is a witness of the sweat that caused the Korean Catholic Church to fall back upon persecution. In the valley of death he showed hope forever (semper in aeternum sperabo) and showed a life that does not lose the ‘meek mind’ even in the worst situation. He was a pioneer of indigenous landscapes and a pseudo-loyalist of a love-loving person who devoted his life to God and the people, as an educator of hope, an educator of the eye-level, and an educator of love.
    Furthermore, he expected to be a Catholic in Korea in accordance with the demands of the times that demanded the reform of society. His ethnic and cultural identity is obvious. He loved Korea and was waking up to the love God in the right way. Spirituality education is desperately needed for YangEob High School to move to the new ‘Quality School’ (QS) of future advanced models. Based on the goals of education for the intellect, personality, and spirituality, the YangEob High School should find the essence of spiritual education based on the life of Father YangEob Choi.
    Total Quality Management (TQM) for both education and training is clearly aimed at the conversion to personality-based spiritual education. In particular, educational reforms for the identity of Catholic schools should be directed toward spiritual education. In this regard, the educational spirituality of Father YangEob Choi offers the standard indicators for establishing the school management goals of YangEob High School and the management goals of the Catholic schools.
    (3) It is possible to suggest a way to Quality School, YangEob High School. The education of YangEob High School is to make all students believe that what they want to learn or be encouraged to learn adds to the quality of their lives. There are no shortcuts or royal roads for YangEob High School to go to Quality School. To achieve that, all members of the school must understand the complex concept of Quality.
    1) Quality: Personality - Intellect - Spirituality, True - Goodness - Beauty, Parent - Student – Teacher, these Trinity implies a happy life through good love relationships.
    2) Education: Learning is the process of discovering that we add quality to our lives.
    3) Lead Management: Lead management is to learn how to persuade all students to learn and learn hard in accordance with the discussions of the educational community through listening and communicating. Because students are confident that doing their best with school managers will improve the quality of life for their students, school managers should persuade school members to do as well as they can. Therefore, the lead-type manager does not have to manage or force the boss type.
    4) Teaching: Teaching is the process of explaining, showing, and modeling what a teacher already believes that the content they want to learn will enhance their quality of life.

    In conclusion, the results of this study reveal that a Quality School (QS) model of YangEob High School as a new alternative education paradigm suggests a way to achieve the essential purpose of holistic education. Applying the education philosophy, contents, and methods that a good school is aiming to consistently and consistently in Korea can bring about innovation in education like YangEob High School. Especially, as a new paradigm, the business model of YangEob High School is an active alternative to solving and preventing student’s problematic behavior, achieving higher academic achievement, and pursuing happiness for all members of the school.

    더보기

    목차 (Table of Contents)

    • Ⅰ. 서 론 1
    • 1. 연구의 목적 1
    • 2. 연구의 필요성과 내용 5
    • 3. 연구 방법 7
    • 4. 연구 모형 8
    • Ⅰ. 서 론 1
    • 1. 연구의 목적 1
    • 2. 연구의 필요성과 내용 5
    • 3. 연구 방법 7
    • 4. 연구 모형 8
    • Ⅱ. 양업(良業)고등학교의 교육 패러다임의 기저 11
    • 1. Glasser 좋은 학교의 의미와 특성 12
    • 가. William Glasser(1925- 2013)의 삶과 저서 12
    • 나. 선택이론 15
    • 다. 현실요법 23
    • 라. Quality를 높이는 리드형 관리 26
    • 마. Glasser 좋은 학교의 의미와 준거 및 특성 30
    • 2. Deming의 총체적인 질 관리 34
    • 가. W. Edwards Deming(1900 – 1993)의 삶과 사상 36
    • 나. Deming의 총체적 질 관리 개념 39
    • 다. Deming의 ‘심오한 지식’ 이론 41
    • 라. 학교에서의 총제적 질 관리 적용 44
    • Ⅲ. 양업(良業)고등학교와 Glasser 좋은 학교 모형의 적용 47
    • 1. 초창기(1998-2005) 47
    • 가. 설립배경 47
    • 나. 양업고등학교 개교와 학교 상황 50
    • 다. ‘선택이론과 현실요법’의 적용 55
    • 라. 선택이론과 현실요법에 기초한 교육과정 운영 58
    • 마. 적용상의 문제점 및 장애요인 67
    • 바. 양업고등학교의 첫 열매 73
    • 2. 정립기(2006-2012) 75
    • 가. 좋은 학교를 위한 교육적 노력 75
    • 나. 양업고 교육 원리와 과정의 내실화 82
    • 다. 대안교육 새 패러다임 프로그램의 확산 96
    • 3. Glasser 좋은 학교(QS) 인증시기(2013-2017) 100
    • 가. Glasser 좋은 학교 인증 100
    • 나. 좋은 학교(QS) 방문 현장체험 국제 세미나 107
    • 4. 미래형 심화교육 과제 117
    • 가. 소극적 대안학교에서 적극적 대안 학교로 117
    • 나. 인성교육 학교에서 영성교육 학교로의 도약 126
    • Ⅳ. 양업(良業)고등학교의 교육 영성과 학교경영 133
    • 1. 최양업(崔良業) 토마스 신부(神父)의 생애와 활동 134
    • 가. 신학생 선발과 유학생활 134
    • 나. 사제 서품과 사목 활동 138
    • 다. 저술활동 145
    • 2. 최양업(崔良業) 토마스 신부(神父)의 교육 영성 149
    • 가. 희망의 교육자 150
    • 나. 눈높이 교육자 151
    • 다. 사랑의 교육자 153
    • 3. 학교 경영의 시사점 157
    • Ⅴ. 양업고등학교의 새로운 대안학교 경영 패러다임 160
    • 1. 학생 중심의 환경 패러다임 163
    • 가. 생존의 욕구를 충족시키기 163
    • 나. 사랑과 소속의 욕구를 충족시키기 164
    • 다. 힘과 성취의 욕구를 충족시키기 165
    • 라. 자유의 욕구를 충족시키기 169
    • 마. 즐거움의 욕구를 충족시키기 169
    • 2. 행복한 교실의 패러다임 171
    • 가. 작은 학급에서의 행복한 교실 수업 171
    • 나. 좋은 학교의 가르침과 배움의 의미 172
    • 다. 학생의 주도권과 자기결정권 173
    • 3. 새로운 공동체 문화생활 패러다임 177
    • 가. 학급회의 178
    • 나. 학생회 자치 활동과 전체회의 180
    • 다. Quality Home 186
    • 4. 양질(良質)의 교사 패러다임 192
    • 가. 인간적 자질 192
    • 나. 전문적 자질 197
    • 5. 학부모 교육의 패러다임 204
    • 6. 학교 경영자의 리드형 패러다임 207
    • 7. 교장 역할의 패러다임 208
    • 가. 리드형 경영의 모델 208
    • 나. 협력하여 계획 세우기와 전문가로서 성장하기 209
    • 다. Quality한 환경을 조성 212
    • 8. 좋은 학교의 평가 패러다임 213
    • 가. 자기평가 214
    • 나. 좋은 학교 양업고등학교의 평가 척도 219
    • Ⅵ. 결론 및 제언 221
    • 1. 결론 221
    • 2. 제언 226
    • 가. 정책적 측면 226
    • 나. 후속 연구를 위한 제언 229
    • 참고문헌 231
    • <부록 Ⅰ> 246
    • <부록 Ⅱ> 259
    • <부록 Ⅲ> 263
    더보기

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