進步主義 敎育과 本質主義 敎育의 比較 硏究 = A Comparative StudyBetween Progressive Education and Essentialism

다국어 초록 (Multilingual Abstract)

More than twenty years have already passed since Korean education began its own progress towards the democratic education, having got rid of the traditional education under the Japanese control of colonization.
During these years we have imported and have directly experienced the progressive education. But it has been found that the progressive education which is one of the streams of educational thoughts prevailing chiefly in the United States cannot serve the purpose of Korean education because the tradition, the custom, the ways of living, etc. of the United States are fundamentally different from ours.
And so it is the writer's belief that the proper time has arrived for us, educators, to consider again and judge again the fact of having imported the idea of progressive education without deep consideration.
Under these circumstances, through this study, the writer wants to compare the progressivism with the essentialism, reconsider the Korean education, and finnally find out some suggestions for the development of the democratic educational theory and philosophy fitted to the Korean situation.
As a conclusion of this study, some suggestions are given below by the writer. These suggestions should inevitably be included in the theories of Korean education in order to have an educational philosophy most fitted to the present situation of Korea.
1. Personal dignity must be emphasized in the education.
2. Education that endeavours to encourage the social cooperation is most desirable.
3. The ultimate goal of the education should be directed to elevating the democratic charactor of the students.
4. Social concerns and social desires should be the stressing point of the education.
5. Classconscious education should be replaced by the general education for all.
6. Education should be built upon the life and the experience of the children.
7. Teaching the students how to organize things and how to think effectively is important.
8. We should put more emphasis on the hard-working habit of the children than on the interest of them.

목차 (Table of Contents)

• Ⅰ. 問題의 提起
• Ⅱ. 進步主義 敎育과 本質主義 敎育運動 歷史的 背景
• A. 進步主義 敎育運動의 歷史的 系譜
• B. 本質主義 敎育의 擡頭와 歷史的 背景
• Ⅲ. 進步主義 敎育과 本質主義 敎育의 哲學的 基礎
• A. 프락마티즘의 敎育哲學
• B. 觀念論과 實在論의 敎育哲學
• 1. 觀念論의 敎育哲學
• 2. 實在論의 敎育哲學
• Ⅳ. 進步主義 敎育理論과 本質主義 敎育理論의 比較
• A. 進步主義 敎育理論
• B. 本質主義 敎育理論
• C. 兩 敎育理論의 分析 및 比較
• Ⅴ. 論議 및 結論
• A. 論議
• B. 結論
• 參考文獻