교육복지 개념에 대한 비판적 고찰 = A Critical Study on the Concept of Educational Welfare

다국어 초록 (Multilingual Abstract)

ABSTRACT



A Critical Study on the Concept of Educational Welfare


Hyun Joo, Choi


Department of Education
Graduate School, Kong Ju National University


(Supervised by Professor, Byung Seong, Lee)


The purpose of this research is to find out the intrinsic meaning of educational welfare by analyzing the previous study on the concept of educational welfare through the Phenomenological Analysis Method. It is a difficult process to study the concept of the educational welfare because of the following obstacles: (1) there is no record of the origin of the terminology use, and (2) It's difficult to look for the basis to establish the concept of the education welfare. Therefore, the concept of the educational welfare has been interpreted in many ways by various scholars who have different perspectives. The ambiguity in the meaning of the educational welfare leads to the entanglement in the policy making of the educational welfare. In order to resolve this ambiguity and entanglement, this research endeavored to draw the intrinsic factors and principles which compose the meaning of the educational welfare through the analysis of the previous research findings on the idea of the educational welfare.
This research found that there were three phenomenological fallacies surrounding the concept of the educational welfare, which has been established by the preceding study: (1) the fallacy of the recognition, (2) the fallacy of the category, and (3) the fallacy of the logic. Through the critical analysis of the three fallacies, this research drew the following essential features of the educational welfare: (1) the feature of the respect for the individual, (2) the feature of the intrinsic value of education, and (3) the feature of the internal growth. Utilizing the three features of the educational welfare, this research defined the meaning of the educational welfare as follow : It is the essential process which leads to the intrinsic growth of each individual and the betterment of the quality of life through the achievement of high standard of education.

목차 (Table of Contents)

• 목 차
• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 방법 및 절차 3
• 3. 선행연구의 개관 5
• Ⅱ. 교육복지의 이념적 배경과 관점 9
• 1. 교육복지의 이념적 배경 9
• 1) 동양의 교육복지 이념 10
• 2) 서양의 교육복지 이념 11
• 3) 우리나라의 교육복지 이념 14
• 2. 교육복지 개념에 대한 기존의 관점 17
• 1) 내재적 관점 18
• 2) 외재적 관점 20
• 3) 포괄적 관점 21
• Ⅲ. 교육복지 개념에 대한 비판적 논의 23
• 1. 인식의 오류 24
• 1) 대상인식의 오류 25
• 2) 표현상의 오해 26
• 3) 가치인식의 오류 28
• 2. 범주의 오류 30
• 1) 경계구분의 오류 30
• 2) 용어사용의 오류 33
• 3) 활동영역의 오류 35
• 3. 논리적 오류 36
• 1) 분배적 관점의 오해 37
• 2) 이념과 정책의 괴리 38
• 3) 목적과 수단의 전도 39
• Ⅳ. 교육복지 개념의 본질적 특성 41
• 1. 개인적 존엄성(尊嚴性) 42
• 2. 교육 내재성(內在性) 43
• 3. 내적 성장성(成長性) 45
• Ⅴ. 요약 및 결론 47
• 1. 요약 47
• 2. 결론 및 제언 49
• 참고문헌 51
• ABSTRACT 55