유아교육 연구에서의 자연과 생태에 대한 의미 고찰 = (A) study for the meanings of the words nature and ecology in early childhood education's research

다국어 초록 (Multilingual Abstract)

The aim of this essay is considering the words ‘nature’ and ‘ecology’. And then I examine the implication about how this study affects the early childhood education(E.C.E.). For this study, I analyzed the total six academic journals which have been published in the past seven years in Korea, and considering the meanings of the words 'nature', 'ecology', 'environment' and 'life'.
In chapter 2, the meanings of the words 'nature', 'ecology', 'environment' and 'life' were contemplated in occidental and oriental ideas. The words 'nature', and 'environment' were not used in Eastern ideas. Instead, the words 'sky-earth(天地)', 'doctrine(道)' based on organic and monism view of nature were used. On the contrary, Western civilization was based on dualism and anthropocentricism view of nature. Next, the word 'life' was not used in Eastern ideas, instead 'benevolence(仁)', 'pressure(氣)' were used. And Eastern Panvitalismus is connected to ecological viewpoint that all things in the universe is the one. On the other hand, the word 'life' shows aliveness in Western ideas. This idea isn't connected to ecological viewpoint.
In chapter 3, the meanings of the words 'nature' and 'environment' were contemplated in E.C.E's treatise. There are three categories of the meaning of the word 'nature' in E.C.E's treatise. The first is the 'natural environment' which regarded nature as a tool. The second is the 'object of conservation of nature' claimed that human have to take care of nature. And the last is the 'life as Panvitalismus' which aims at Panvitalismus. Also there are three categories of meaning of the word 'environment' in E.C.E's treatise. The first is the 'environment as surroundings' which means physical space as surrounding human. The second is the 'natural environment' which means nature. And the last is the 'eco-friendly environment' is used in environmental education.
In chapter 4, the meanings of the words 'ecology' and 'life' were contemplated in E.C.E's treatise. The meaning of the word 'ecology' can be divided into three categories in E.C.E's treatise. The first is the 'ecology as systematic zoology' which means natural environment. The second is the ‘ecology as eco-friendly’ which shows a nature conservation movement. And the last is the ‘eco-centered’ which proceeds to the pro-life movement. Finally, the meaning of the word 'life' also can be divided into three categories in E.C.E's treatise. The first is the 'life as an opposite concept of death’. The second is the 'life as existence' which means that all lives are being. And the last is the 'feeling of life' which means the fundamental of making lives in the world.
In chapter 5, it is considered how the results of the study on the meanings of the words 'nature', 'ecology', 'environment' and 'life' affect early childhood education. The common meanings of those four words were based on dualism view of nature and they were not thoughts about relationship of other lives. These views are resulted in following the same Western ideas as before. Therefore, it is valuable to redefine the meaning of the words 'nature', 'ecology', 'environment' and 'life' based on Eastern ideas in E.C.E. Because it is worth to restore Korean traditional values. In addition, these movements appropriate for Korean children because they are Korean.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 내용 6
• 3. 용어의 정의 6
• 4. 연구 방법 7
• Ⅱ. 이론적 배경 9
• 1. 동서양사상에 나타난 자연과 환경의 의미 10
• 1) 동양사상에 나타난 자연과 환경 10
• 2) 서양사상에 나타난 자연과 환경 17
• 2. 동서양사상에 나타난 생태와 생명의 의미 23
• 1) 동양사상에 나타난 생태와 생명 23
• 2) 서양사상에 나타난 생태와 생명 30
• Ⅲ. 유아교육 연구에 나타난 자연의 의미 38
• 1. 유아교육 연구에 나타난 자연 38
• 1) 물리적 공간으로서의 자연 40
• 2) 환경보호대상으로서의 자연 42
• 3) 생명으로서의 자연 44
• 2. 유아교육 연구에 나타난 환경 46
• 1) 인간생활환경으로서의 환경 47
• 2) 자연환경으로서의 환경 50
• 3) 자연친화로서의 환경 52
• Ⅳ. 유아교육 연구에 나타난 생태의 의미 55
• 1. 유아교육 연구에 나타난 생태 55
• 1) 생물학의 한 분야로서의 생태 56
• 2) 자연친화로서의 생태 58
• 3) 생명운동으로서의 생태 61
• 2. 유아교육 연구에 나타난 생명 65
• 1) 죽음의 반대개념으로서의 생명 67
• 2) 존재하는 실체로서의 생명 69
• 3) 철학적 개념으로서의 생명 72
• Ⅴ. 자연과 생태의 의미 고찰을 통한 유아 교육적 함의 76
• 1. 일원론적 자연관으로의 복원 76
• 1) 물리적 공간으로서의 자연에서 생명으로서의 자연으로 76
• 2) 인간생활환경으로서의 환경에서 자연친화로서의 환경으로 79
• 2. 일즉다 다즉일(一卽多 多卽一)적 생명관으로의 복원 82
• 1) 생물학의 한 분야로서의 생태에서 생명운동으로서의 생태로 82
• 2) 존재하는 실체로서의 생명에서 철학적 개념으로서의 생명으로 86
• Ⅵ. 요약 및 논의 91
• 1. 요약 91
• 2. 논의 및 제언 96
• 참고문헌 99
• 부록 110
• Abstract 125