Bruner의 내러티브 理論에 기초한 敎育課程 開發 方向 探究 = In Search of Curriculum Development based on Bruner's Narrative Theory

다국어 초록 (Multilingual Abstract)

In Search of Curriculum Development based on Bruner's Narrative Theory


Cho, In-sook

Department of Education
Graduate School, Kyungpook National University
Daegu, Korea
(Supervised by Professor Kang, Hyeon-Suk)


(Abstract)

What should schools do to prepare students in a fast-changing world? Schools have been considered as the best way to get a higher position in a society through gaining right knowledge and skills. Due to technological development and various communication media, schools have lost the previous function and faced problems such as school violation, dropouts, defeatism, conflict between teachers and students, broken authority, etc.
Now schools should be the educational mecca where the nature and purpose of eduction is realized, which means schools should be the place where students learn how to obtain knowledge in their world, manage the knowledge and adapt it to the world, and use it to change the world. Trying to make schools educational mecca requires the changes of not only current school curriculum but national curriculum as well. Schooling is directly influenced by school curriculum that is determined by national curriculum in Korea. Thus it is necessary to review the current development system of national curriculum and examine some problems derived from the system so as to give suggestions on school curriculum development.
This research adopted Jerome Bruner's narrative theory that would be the basis for the discussion on schooling for students' development. To achieve the ultimate purpose suggesting ways to develop the curriculum for students, this research established research procedures and got the following results.
Firstly, general concepts of narrative were discussed based on scholars' and researchers’ works that are often cited in educational research works in Korea including Egan(1986), Polkinghorne(1988), Gudmundsdottir(1991), Clandinin & Connelly(1992), Hopkins(1994), Lauritzen & Jaeger(1997), Han(1997), Rankin(2002), Kang(2005), etc. Since they suggested various meanings on narrative from stories to thinking process and communication media, it was required to clarify the concept of narrative so as to connect narrative to curriculum. Even they did not show what properties the stories have, which gave this research an important inquiry task to do.
Secondly, previous research works that connected narrative to curriculum or teaching-learning process were reviewed and classified into two types. One used narrative to create principles of curriculum design and development, and the other applied narrative to prescribe teaching-learning process. Kang(2004; 2005; 2012), Jeon & Kang(2011), and Conle(2003) belonging to the former suggested reconceptualization of not only content selection and organization but also teaching and learning process in order to solve curriculum problems caused by logical positivism. Kim & Lee(2012), Choi(2008), Egan(1986) and McDrury & Alterio(2003) belonging the latter suggested new teaching-learning models so as to overcome the dominated Tylerian objective model. Lauritzen & Jaeger(1997) belonged to both types, and showed how to use narrative for curriculum development and implementation. These research works, however, did not examine existing curriculum development system nor did they clarify problems of the system in detail before they suggested alternative principles and models.
Thirdly, Bruner's narrative theory was discussed in the view of meanings, approaches and values. Narrative could be defined as stories with narrative properties, thinking modes for lives and ways to organize cultural toolkits.
Stories with narrative properties consist of essential elements such as ‘characters’ and ‘plots’ structured by ‘plights,’ While characters act with their own intention, plots start in the state of equilibrium or legitimacy, experience trouble, and finally go back to the original state with norms. Narrative thinking modes for lives specialize in making and understanding illogical, unprovable, and sophisticated lives with emotions. Also they complement paradigmatic modes of thinking with logical and positive features, and give meaning to our lives. Our lives continuously interact with our culture that emerges as cultural toolkit including cultural psychology, folk psychology and daily language. Narrative is the best way to organize and understand culture because culture is life that is organized and understood by narrative.
Bruner classified various discussions and suggestions on narrative theories into two types-endogenous and plight-modeling approaches. Endogenous approaches suggest that narrative is the inborn ability and plight-modeling approaches focus human intentions, beliefs, values and desires. According to plight-modeling approaches, narrative originates in the culture where interactions with others are done, and cultural plights need forming and examining. Considering purposes and genres of narrative could not exist without culture, plight-modeling approaches were more persuasive than endogenous approaches. Also plight-modeling theories were proved to be closely related to three meanings of narrative discussed above.
Then educational values derived from narrative were discussed in the aspects of ontology, epistemology and structure of knowledge. Narrative fosters the existence value of educational subjects, promotes knowledge construction and sharing, and strengthens generative quality of structure of knowledge.
Fourthly, with the reason that schooling is extensively influenced by national curriculum in Korea, the development system of national curriculum and its problems were examined. Existing curriculum development system featured a linear and hierarchical conduit model as a metaphor. Curricula developed by government were passed down to schools via local office of education. The conduit model was seen even in the stage where national curriculum was designed. Researchers who would design national curriculum were selected and controlled by government. Researchers' autonomy was restricted and the deliberation period or process was deficient.
General disciplines and subject curricula were developed apart, which resulted in the inconsistency between general disciplines and subject curricula and among subject curricula.
The view on knowledge depended on logical positivism, which allowed Tylerian rationale and model to manage and control overall process of education from the national level to the school and classroom level. In this process teachers were excluded from goal setting, and content selection and organization, to evaluation. Moreover, methods of obtaining knowledge failed for students to get personalized knowledge due to the properties of objective knowledge and behavioral objectives in detail. Students' learning at shcools was alienated from their lives and experience, which made it helpless.
Fifthly, suggestions on curriculum development system were given based on narrative. The system of national curriculum development must overcome a conduit model and pursue a horizontal model where curriculum researchers who were selected fairly obtain autonomy and join the deliberation process to produce new or revised general disciplines and subject curricula for the improvement of schooling. Alternative perspectives on knowledge should include interpretive constructivism that guarantees learners' independence and autonomy, fosters their critical thinking skills through various problem solving opportunities, and facilitates their experience of cooperation, sharing and reflection. Helping students to convert personalized knowledge into practical knowledge that constructs and changes the world required narrative based curriculum at schools and demanded narrative based development of national curriculum.
Sixthly, suggestions on common factors of curriculum including educational goals, educational content/experience selection and organization, teaching-learning methods and evaluation were given. Schools must be the place of open forum where students form and develop themselves to prepare for the fast changing world. For this purpose schooling should focus on fostering independent and active learners using flexible narrative modes of thinking and folk pedagogy. Those learners who feel responsible for their own learning actively make and negotiate meaning with others and try to construct personalized and practical knowledge in the open forum. Various opportunities for interaction and problem solving should be provided between teachers and students as well as among students. Also it is recommended to develop computer based program assisting teaching and learning at schools, which enables students to learn what they need whenever and wherever they want. The evaluation in narrative based curriculum focuses on narrative awareness examining how honestly and sincerely they composed and interpreted what they have learned instead of checking fragmented facts.
Seventhly, a narrative teaching-learning model based on narrative was created and applied to a teaching plan for elementary school students. Teachers who applied the narrative teaching-learning model to their teaching plans could not be excluded from the curriculum as they were in Tylerian model. They should understand personalities of students, prepare not only scripts they explain or demonstrate with goals and standards but also questions or tasks that break the scripts and motivate students to produce narratives through cooperation, sharing and reflection, and make evaluation criteria and checklists for students' expression. Narrative based curricula require teachers' PCK(pedagogical content knowledge) and improve their professionalism.
In the world we live, we interact with others, understand our lives and make meanings with the help of narrative. Narrative is the useful way we connect ourselves, others and our lives naturally and efficiently, which should be encouraged and facilitated in schooling for students' cognitive and humanistic development.

목차 (Table of Contents)

• 차 례
• Ⅰ. 서론 1
• 1. 연구의 필요성과 목적 1
• 2. 연구 내용과 방법 6
• 3. 선행 연구의 검토 8
• Ⅱ. Bruner의 내러티브 이론 17
• 1. 내러티브의 세 가지 의미 17
• 2. 내생적 접근법과 입장 모형화 접근법 46
• 3. 내러티브 이론의 특징 54
• 4. 내러티브의 교육적 가치 61
• Ⅲ. 현행 교육과정의 개발 방식과 문제 72
• 1. 현행 교육과정의 개발 방식 72
• 2. 하향식 도관모형 체제 81
• 3. 실증주의 인식론 87
• 4. 새로운 교육과정 개발의 근거 99
• Ⅳ. 내러티브 이론에 기초한 교육과정 개발 방향 102
• 1. 교육과정 개발 체제와 인식론의 변화 102
• 2. 교육과정 공통요소별 개발 방향 109
• 3. 내러티브 교수-학습 모형의 구안과 적용 128
• 4. 비판적 논의 142
• Ⅴ. 결론 및 제언 146
• 1. 요약 및 결론 146
• 2. 제언 151
• 참고문헌 156
• Abstract 174
• 표 목 차
• <표 I-1> 내러티브의 다양한 정의 11
• <표 II-1> 내러티브 실재의 보편성 29
• <표 III-1> 교육과정개발 평가의 준거 80
• <표 IV-1> 6학년 영어 교과 단원 지도 계획(교사용 지침서) 135
• <표 IV-2> 내러티브 교수-학습 모형을 적용한 단원 지도 계획 137
• <표 IV-3> 교수-학습에서 증가되어야 하는 것 139
• 그 림 목 차
• [그림 II-1] 내러티브 개념 모형 45
• [그림 II-2] 내러티브 이론 모형 55
• [그림 IV-1] 내러티브 수평모형 103
• [그림 IV-2] 수평모형에 따른 교육과정 개발 체제 104
• [그림 IV-3] 내러티브 교수-학습 모형 129

참고문헌 (Reference)

1. After Virtue, McIntyre, After virtue, , 1981

2. Beyond Culture, Trilling, Beyond Culture, , 1965

3. Making Stories, Bruner. Jerome, , 2003

4. Acts of meaning, Bruner, Jerome S, Harvard University Press, , 1990

5. Minding the law, Amsterdam, Anthony G, Harvard University Press, , 2000

6. The kite runner, Hosseini, Khaled, Riverhead Books, , 2003

7. 사회언어학, 탁순자, 계명대학교 국제학대학원, 서울: 민음사, , 2006

8. Realms of meaning, Phenix, , 1964

9. Personal knowledge, Polanyi, Michael, Harper & Row, Personal knowledge, , 1964

10. Styles of learning, Entwistle, , 1988

11. 민요시학연구, 좌혜경, , 1996

12. Aristotle's poetics, Halliwell, Stephen, Duckworth, , 1986

13. Education and power, Apple, Michael W, Routledge, , 1995

14. The concept of mind, Ryle, Gilbert, Penguin Books, The concept of mind, , 1973

15. 敎科의 內面化, 이홍우, 서울대학교교육연구소, "아시아교육연구, , 2000

16. Essays and aphorisms, Schopenhauer, , 1973

17. Ethics and education, Peters, R. S, Routledge/Taylor & Francis Group, , 2015

18. Narrative psychology, Sarbin, , 1986

19. 2012 청소년 통계, 통계청, , 2012

20. Philosophy and living, Blumenau, , 2013

21. Kant와 교육인식론, 노철현, , 2010

22. Understanding by design, Wiggins, Grant P., Merrill/Prentice Hall, , 2001

23. Teaching as Storytelling, Egan, , 1986

24. The process of education, Bruner, Jerome S, Vintage Books, The process of education, , 1960

25. Theeducationalimagination, Eisner, , 1974

26. 미군정과 교육정책, 손인수, , 1992

27. 어린이 영어지도사, 조인숙, 한국문화사, , 2009

28. The relevance of education, Bruner, Jerome S, Penguin Education, The relevance of education, , 1974

29. 현대 교육과정 탐구, 강현석, 학지사, , 2011

30. Forms of Curriculum Inquiry, Short, , 1991

31. 열하일기. 김혈조 역, 박지원, , 2012

32. 제7차 교육과정 백서, 교육인적자원부, , 2004

33. 제7차 교육과정 총론, 교육부, , 1997

34. Form and meaning in language, Fillmore, Charles J, CSLI Publications, Center for the study of language and Information, , 2003

35. The Education of Little Tree, Carter, Forrest, University of New Mexico Press, , 2002

36. Actual minds, possible worlds, Bruner, Jerome S, Harvard University Press, "Actual minds, , 1986

37. Mythologies. 현대의 신화, Barthes, , 1957

38. Storytelling in organizations, Gabriel, , 2000

39. 2009 개정교육과정 총론, 교육과학기술부, , 2009

40. Curriculum implementation In P, Zumbalt, Bolin, Snyder, , 1992

41. Existentialism: Basic Writings, Guignon, , 1995

42. The poetics. (M. Heath, Trans), Aristotle, "The poetics. (M. Heath, , 1997

43. Toward a theory of instruction, Bruner, Jerome S, Belknap Press, Toward a theory of Instruction, , 1966

44. 경어법과 국어교육 연구, 서덕현, 국학자료원, , 1996

45. 수행평가의 이론과 실제, 국립교육평가원, 국립교육평가원, , 1996

46. An anatomy of narrative curricula, Conle, C, Conle, , 2003

47. Thomas Aquinas: Selected writings, Mclnerny, , 1999

48. Preparing instructional objectives, Mager, Robert F., Tower Press, , 1978

49. Principles of instructional design, Gagne, Robert Mills, Thomson/Wadsworth, , 2005

50. Pythagoras: His Life and Teachings, Stanley, , 2010

51. The process of education revisited, Bruner, , 1971

52. On knowing:essays for the left hand, Bruner, Jerome S, Belknap Press of Harvard Univ. Press, On knowing: Essays for the left hand, , 1979

53. School-based curriculum development, Skilbeck, Malcolm, Harper & Row, , 1984

54. 현대 교육과정과 교육평가, 강현석, 학지사, 현대 교육과정과 교육평가, , 2005

55. Curriculum: Principles and foundation, Zais, Curriculum: Principles and Foundation, , 1976

56. The politics. (T. A. Sinclair, Trans), Aristotle, "The politics. (T. A. Sinclair, , 1962

57. 질적연구방법론 . 1 , Bricoleur, 김영천, 아카데미프레스, 질적연구 방법론 1: Bricoleur, , 2012

58. 한국 교육, 어디로 가야 하나, 정범모, 푸른역사, "한국교육, , 2010

59. A Post-modern perspective on curriculum, Doll, William E, Teachers College Press, , 1993

60. Jerome Bruner : language, culture, self, Bakhurst, David, SAGE, "Jerome Bruner: Language, , 2001

61. Narrative knowing and the human science, Polkinghorne,D, , 1988

62. Transactional analysis in psychotherapy, Berne, Eric, Ballatine books, Transactional analysis in psychotherapy, , 1974

63. The pleasure of text. (R. Miller, Trans), Barthes, "The pleasure of text. (R. Miller, , 1975

64. Culture and Human Development: A New Look, Bruner, Culture and human development: A new look, , 1990

65. In search of mind: Essays in autobiography, Bruner, J. S., Bruner, , 1983

66. The semiotic challenge. (R. Howard, Trans), Barthes, "The semiotic challenge. (R. Howard, , 1988

67. Definitions and Models in curriculum theory, Johnson, Definitions and models in curriculum theory, , 1967

68. Developing a curriculum : a practical guide, Nicholls, Audrey, Allen and Unwin, , 1972

69. Reflections of a Developmental Psychologist, Bruner, , 2008

70. 교육과정 개발의 평가 준거 탐색, 김재복, 경인교육대학교 초등교육연구원, "경인교육대학교 교육 논총, , 2007

71. 내러티브 사고양식의 교육적 의미, 한승희, 한국교육과정학회, "교육과정연구, , 1997

72. 내러티브의 교육과정적 의미 탐색, 이흔정, 안암교육학회, "한국교육학연구, , 2004

73. 한훤당 김굉필의 교육사상 재검토, 박균섭 ( Kyoon Seop Park ), 경북대학교 영남문화연구원, , 2012

74. Basic principles of curriculum and instruction, Tyler, Ralph W, Chicago University Press, , 1971

75. A naturalistic model for curriculum development, Walker, , 1971

76. Philosophische Untersuchungen. 철학적 탐구, Wittgenstein, , 1953

77. 교육학의 새로운 지표로서 내러티브, 한승희, 한국교육학회, "교육학연구, , 2000

78. Condillac: Essay on the origin of human knowledge, Aarsleff, , 2001

79. Du texte ? l'action, 텍스트에서 행동으로, 박병수, Ricoeur, 남기영, , 1986

80. Kritik der reinen Vernunft. 「순수이성비판, Kant, 최재희,

81. Teacher thinking : a study of practical knowledge, Elbaz, Freema, Croom Helm, Teacher thinking: A study of practical knowledge, , 1983

82. Currere:Towardreconceptualization.InJ.Jelinek(Ed.), Pinar, Currere: Toward reconceptualization. In J. Jelinek (Ed.), , 1974

83. 한국인의 심리특성. 한국심리학회(편), 최상진, , 1997

84. After Tyler: 교육과정 이론화 1970년-2000년, 김영천, After Tyler: 교육과정이론화 1970년-2000년, , 2007

85. Reflection in Learning and Professional Development, Moon,J, , 1997

86. 2009 개정 교육과정: 개정의 방향과 총론, 2009개정교육과정연구위원회, , 2009

87. After Virtue: A Study in Moral Theory. 덕의 상실, 이진우, MacIntyre, After virtue: A study in moral theory. 덕의 상실, , 1997

88. Die Deshichte von Herrn Sommer. 좀머 씨 이야기, S?skind, , 1991

89. Tractatus Logico-Philosophicus. 논리-철학 논고, 이영철, Wittgenstein, , 2006

90. 내러티브 교육과정의 적용에 대한 연구, 이흔정, 고려대학교 대학원, 고려대학교 대학원 박사학위 논문, , 2004

91. Introduction to the Structural Analysis of Narratives, Barthes, Introduction to the structural analysis of narratives, , 1975

92. 교사의 실천적 지식에 대한 이론적 탐색, 김자영, 김정효, 한국교원교육학회, "한국교원교육연구, , 2003

93. Imitation and mimesis. In S. Hurley & N. Chater (Eds.), Donald, , 2005

94. Time and narrative. trans. K. Mclaughlin & D. Pellauer, Ricoeur, , 1984

95. 미래형 교육과정 방향 및 실행 체제 연구, 김경자, 강현석, 곽병선, 박순경, 김재춘, 홍후조, 소경희, , 2009

96. Thedevelopmentofcohesion inchildren's retold narratives, John-Steiner, Panofsky, , 1987

97. A categorization scheme principles of sequencing content, Strike, Posner, , 1976

98. Teachers as curriculum planners: Narrative of experience, Clandinin, Connelly, , 1988

99. Bruner의 교육이론과 영재교육의 현대적 접목, 조인숙(In-Sook Jo), 강현석 ( Hyeon Suk Kang ), 인하대학교 교육연구소, , 2013

100. 내러티브에 기반한 교육과정 설계 원리 탐구, 강현석, 한국교육철학회, "교육철학, , 2012

101. Interpretation theory : discourse and the surplus of meaning, Ricoeur, Paul, Texas Christian University Press, , 1976

102. Personalpracticalknowledge:A studyofteacher'sclassroom image, Clandinin,D.J, Clandinin, Personal practical knowledge: A study of teacher's classroom image, , 1985

103. Stories to live by: Narrative understanding of school reform, Connelly, Clandinin, , 1998

104. Understanding narratives: A review of story grammar research, Gee, Olson, , 1998

105. Cultural communication and cognition: Vygotskian perspectives, Wertsch, , 1985

106. Using story: In higher education and professional development, Moon, , 2010

107. Homo Narrans : the poetics and anthropology of oral literature, Niles, John D, University of Pennsylvania Press, , 1999

108. 브루너의 내러티브 이론의 특징과 시사점 탐구, 강현석, 조인숙, , 2013

109. 2009 개정 교육과정 (총론)의 가능성과 한계 탐색, 김재춘 ( Chae Chun Gim ), 한국교육과정학회, , 2010

110. 2009개정 교육과정의 문제점 및 음악교육의 위기, 민경훈(Kyung Hoon Min), 한국음악교육학회, , 2009

111. Child of conflict : the Korean American relationship, 1943-1953, Cumings, Bruce, University of Washington Press, "Child of conflict: the Korean-American relationship, , 1983

112. Mind in society:The development of higher psychological process, Vygotsky,L.S., Mind in society: The development of higher psychological process, , 1978

113. Narrative and paradigmatic modes of thought. In E. Eisner (Ed.), Bruner, , 1985

114. Quantifying productive language discours. In J. F. Miller (Ed.), Miller, , 1991

115. The educated mind : how cognitive tools shape our understanding, Egan, Kieran, University of Chicago Press, , 1997

116. The reflective practitioner : how professionals think in action, Schon, Donald A, Basic Books, , 1983

117. Inquiry and reflection : framing narrative practice in education, Brunner, Diane DuBose, State University of New York Press, , 1994

118. Narrative inquiry : experience and story in qualitative research, Clandinin, D. Jean, Jossey-Bass, Narrative inquiry: Experience and story in Qualitative Research, , 2000

119. 2009 개정 교육과정’ 정책 추진 과정과 쟁점 분석, 김동원, , 2010

120. Individualism and holism : studies in Confucian and Taoist values, Munro, Donald J, Center for Chinese Studies, University of Michigan, , 1985

121. You know what?” Conversational narratives of preschool children, Stone, You know What? Conversational narratives of preschool children, , 1992

122. 이명박 정부의 교육과정 정책의 평가 및 개선방향, 오기성, 한국평화통일학회, "평화학연구, , 2012

123. 한국 국가 수준 교육과정의 개정 방식과 개선 방향, 김두정, , 2006

124. Liberal education and the nature of knowledge. In R. S. Peters (Ed.), Hirst, , 1965

125. Educational objectives: Help or hinderance. School Review, 75, 250-260, Eisner, "Educational objectives: Help or hinderance. School Review, , 1967

126. Democracy and education : an introduction to the philosophy of education, Dewey, John, Thoemmes Press, Democracy and education: An introduction to the philosophy of education, , 2002

127. Self-narrative in the life course: A contextual pproach. In M. Bamberg(Ed.), Hermans, , 1997

128. The feeling of what happens; Body and emotion in themaking of consciousness, Damasio, Antonio, Damasio, The feeling of what happens: Body and emotion in the making of consciousness, , 2000

129. 지식구조론의 재구성을 통한 교육과정 설계 원리의 구성, 강현석, 한국교육과정학회, "교육과정연구, , 2004

130. 2009 개정 고등학교 교육과정의 편성·운영 실태 분석 연구, 한혜정, 백경선, 민용성, , 2011

131. Discourse on method and meditations on first philosophy. (D. A. Cress, Trans), Descartes, "Discourse on method and meditations on first philosophy. (D. A. Cress, , 1999

132. The one world schoolhouse: Education reimagined. 나는 공짜로 공부한다, Khan, , 2012

133. 브루너의 내러티브 이론에 따른 교육과정 개발 방향의 탐색, 강현석 ( Hyeon Suk Kang ), 조인숙 ( In Sook Cho ), 한국초등교육학회,

134. 선택 ‘주체’ 위주의 선택 교육과정 설계의 문제점과 과제, 홍후조, , 2002

135. 제7차 교육과정 시행에 따른 교육인적자원부의 입장과 대책, 교육인적자원부, , 2001

136. The geography of thought : how Asians and Westerners think differently-- and why, Nisbett, Richard E, Free Press, The geography of thought: How Asians and westerners think differently and why, , 2004

137. 현행 교육과정의 분석평가 연구- 제6차 교육과정을 중심으로, 교육과정 개정 연구위원회, 교육과정 개정 연구위원회, , 1996

138. 지식기반사회에서의 학교 교육과정 구성을 위한 기초 연구(II), 소경희, 이화진, , 2001

139. The Narrative Nature of pedagogical Content Knowledge. In H. McEwan & K. Egan (Eds.), Gudmunsdottir, , 1995

140. The story of philosophy: The lives and opinions of the world's greatest philosophers, Durant, , 1991

141. The value of narrativity in the representation of reality. In W. J. T. Mitchell (Ed.), White, , 1981

142. 광복 이후 우리나라 교육과정 개발 체제의 변천과정에 대한 분석, 박채형, 한국교육과정학회, "교육과정연구, , 2005

143. 「초등학교의 새로운 평가제도에 따른 수행평가의 이론과 실제」, 국립교육평가원, 초등학교의 새로운 평가제도에 따른 수행평가의 이론과 실제, , 1996

144. 내러티브를 통한 교육과정 개발자로서의 교사 전문성의 재개념화, 강현석, 한국교육과정학회, "교육과정연구, , 2006

145. 주기적 일시적, 전면적 교육과정 개정 방식： 기능과 존속의 조건, 김 용, 한국교육과정학회, "주기적, , 2002

146. On the narrative method, personal philosophy and narrative units in the story of teaching, Clandinin, Connelly, "On the narrative method, , 1986

147. Personal statement. In W. Pinar (Ed.), Curriculum theorizing: The reconceptualists (89-93), Apple, "Personal statement. In W. Pinar (Ed.), , 1975

148. The origins of the Korean war: liberation and the emergence of separate regimes, 1945-1947, Cumings, "The origins of the Korean war: liberation and the emergence of separate regimes, , 1981

149. Politics and theories in the history of curricular reform in South Korea. In W. Pinar (Ed.), Lee, , 2003

150. Bruner의 내러티브 논의에 기초한 교육문화학의 장르에 관한 학제적 연구, 강현석, , 2008

151. Recent research on student learning and the learning environment. In J. Tait & P. Knight (Eds.), Entwistle, , 1996

152. Technology meets constructivism: Do they make a marriage? In T. M. Duffy & D. H. Jonassen (Eds.), Perkins, , 1992

153. Bruner의 교육과정 이론에서 지식의 재해석: 지식의 구조와 내러티브의 관계, 강현석, , 2009

154. Bruner의 교육과정 이론에서의 지식의 문제: 지식의 구조와 내러티브의 관계, 강현석, , 2006

155. Short courses and workshops: Improving the IMPACT of learning, training and professional development, Moon, "Short courses and workshops: Improving the IMPACT of learning, , 2001

156. The cave and the light : Plato versus Aristotle and the struggle for the soul of Western civilization, Herman, Arthur, Randome House, , 2013

157. Learning through storytelling in higher education: Using reflection and experience to improve learning, McDrury, Alterio, , 2003

158. First and second generation conflict in education of the Asian American community (Doctoral dissertation), Kim, , 2008

159. School literacy, reasoning, and civility: An anthropologist's perspective. Review of Educational Research, Erickson, "School literacy, , 1984

160. 현행 국가 교육과정체제의 문제점과 대안의 모색-미국과 영국의 사례를 중심으로, 김영석, , 2006

161. RetellingStories:A StrategyforimprovingYoungChildren'sComprehension,ConceptofStoryStructureandOralLanguageComplexity, Morrow, "Retelling stories: A strategy for improving young children's comprehension, , 1985

162. 합리주의적 교육과정 체제에서 배제된 내러티브 교육과정의 가능성과 교과목 개발의 방향 탐색, 강현석, 한국교육과정학회, "교육과정연구, , 2005

163. Individual and collective processes in the construction of the self: Self- enhancement in the United States and self-depreciation in Japan, Kitayama, S., , 1997