홀리스틱 교육의 인성교육적 함의

다국어 초록 (Multilingual Abstract)

The purpose of this thesis is to find the implications of humanity education involved in holistic education theory by exploring holism philosophically and establishing the holistic education as a new educational paradigm
This thesis is focused on the following problems； First, what are the concept and the background of holism? Second, what are the principles (interrelationship and ecological world view) of holistic education? Third, what is the method of holistic education? Fourth, what are the implications of humanity education involved in holistic education theory?
Holism originated from understanding of general relevance. It's built on interrelationship in that everything in nature is connected with each other in some way, is focused on the core principle that everything in universe has the close relationship between inner self and unity of human individual.
Holistic has originated from holism, which means general relevance and entire inclusion by the synthesis of body, mind, technology, ecology, and spiritual world etc. based on idea and thought.
Holistic education is focused on the relationships; between human and human, human and nature, theoretical and perceptional thought, body and mind, individual and community, and among diverse knowledge sectors.
The holistic education suggests the united subject management and educational method. The former has to be suggested not by the splitted knowledge but by interrelated, supported and united type. The latter suggests that body, emotion, thought, and mind are connected with each other not by one to one response but by one method
We tried to examine the current educational problems and to find the right direction of the humanity education by studying various aspects of humanity education involved in holistic education theory; the humanity education laying stress on interrelationship, human respect as a ecological being, humanity education through experience, and cultivating students as a democratic citizen. We can put them more concretely as follows；
First, holistic education implies that we can lead students to the right direction through recovering relationship of human and nature, human and community.
Second, holistic education implies that every human being is holy spiritual creature and presents his personality trait by means of an inherent talent or ability, intuition or intelligence. It also implies that every human being can develop his body, emotion and intelligence by his spirituality.
Third, holistic education implies that we can lead students to healthy and natural growth through real experiences in their daily life. In holistic education, real experiences or recognition in daily life is thought to be general and united.
Fourth, the participation in society is the path to realization of the self. Students can develop their own latent ability in the process of real participation. In addition, they can look after their own interests and deepen the democratic development in their society.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• Ⅱ. 홀리즘의 이해 6
• 1. 홀리즘의 사상적 배경 6
• 2. 홀리즘의 개념 16
• 3. 상호관계성 20
• 4. 생태학적 세계관 22
• Ⅲ. 홀리스틱 교육이론 31
• 1. 홀리스틱 교육의 목적 31
• 2. 홀리스틱 교육의 원리 37
• 3. 홀리스틱 교육의 방법 43
• 4. 생태를 중시하는 교육 47
• Ⅳ. 홀리스틱 교육의 인성교육적 함의 50
• 1. 상호관계성을 통한 인성교육 51
• 2. 생태학적 존재로서의 인간존중 53
• 3. 경험을 통한 인성교육 60
• 4. 참여하는 민주시민 교육 67
• Ⅴ. 결 론 70
• 참고문헌 74