인간발달의 교육적 조망 = Human Development on Educational Perspective

다국어 초록 (Multilingual Abstract)

This study was aimed to show that the discussion on human development in educational settings should be primarily based on the perspective of education and to search for a "educational" theory of human development.
Here, the term of "educational" was stood for "being able to offer legitimate and useful implications for educational practice", namely "most interesting to educators".
Educators are primarily intersted in knowing what things should be taught ("taught" in the sense that implies "learned"), by what methods, at what stages during by a person's educational development in order to produce a particular kind of educated person.
By the way, the traditional suggestions about such educators' interests to student development were made mainly in the psychological perspectives. But there is a gulf between psychological theories and educational practice. The former concerns the problem of describing what it is, but the latter the problem of prescribing what ought to be. Educators are not trying to describe a process of development in a value-free way;
they are trying to prescribe the best way of actualizing a range of preffered potentials. And in educational context the end-product is a kind of person, but in Piaget's developmental psychological theory it is a kind of thinking. Consequently, educational practice can not be reduced to psychological theories.
Therefore, I think that the notion that one can move, however cautiously, along a line of implication from psychological theories to educational practice is mistaken, and is in practice damaging to education. In these contexts, I think that Egan's thory of educational development can give direct, important, useful, and legitimate implications to educators.

목차 (Table of Contents)

• 1.문제의 제기
• 2."교육적"의 의미
• 3.교육과 심리학의 관계
• 4.심리학적 발달이론
• 5.교육적 발달이론
• 6.맺는 말
• 참고문헌
• Abstract