初等學校 敎師들이 經驗하는 寸志文化에 대한 現象學的 硏究

다국어 초록 (Multilingual Abstract)

This study understood "the state of the token of gratitude" in school from the experience primary school teachers got the token from students' parents and they themselves, as parents, gave it to their children's teachers with the approaching method of the present condition, The purpose of this study is to have a good idea of the state of the token of? gratitude in school, which becomes a social problem, through the followed present theme, and to be a help to the role of parents and teachers for proper education.
The following is the questions coming out to achieve the purpose. First, how do teachers see the token of gratitude from their experiences? Second, what is the meaning of it for teachers from a parents' point of view? Third, what is the reaction of the distorted token of gratitude and how can it be improved?
For solving the questions, collected materials of the teachers' experiences for the token of gratitude from the deep interview with teachers working in Kyunggi-do and some parts in Seoul, and the materials of the experiences teachers themselves as parents gave it to their children's teachers were to be understood with the approaching method of the present state. In addition, 'scrap newspaper articles on the token of gratitude were used as support materials.
The conclusions coming out based on the materials are as the followings.
First, it was shown that teachers, who were subjects of this study, got the token for gratitude. They think they should not get it because it looks very negative socially, but they take it for just parents' sincerity.
Second, parents give "thanks" to teachers in the early school year, which could mean "special consideration" strongly. Such outer requirement as "priority in sorting" and "compensation", and such inner one as "proper education" and "having a good view' on their children" are reflected in '!thanks". If it means "gratitude", they think it should be given in the end of a school year, but it was shown that parents didn't give thanks to in that time.
Third, teachers think that the distorted token of gratitude should be rooted out from upper position downward. They think it necessary for schoolmasters to have morality and strong will.
Forth, it was shown that the reaction of the token, unfair dealings between teachers and parents make children miss the proper education time. Even though they lack of ability, it gives children an idea that they have "priority in sorting", and therefore it makes their upright values vague or leads to confusion in parents' judgement on their children, which can cause proper education time teachers and parents should help each other could be missed. It means it could give arrogance and prejudice by "having an unconditional good view". In addition, it has possibility to make continuous problem children because the token of gratitude prevents teachers and parents from counseling on children having an individual problem.

목차 (Table of Contents)

• 목차 = i
• ABSTRACT = iii
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 4
• Ⅱ. 연구의 배경 = 5
• 1. 전통적인 사도론(師道論) = 5
• 1) 가치판단의 기준으로서의 교사 = 5
• 2) 군자(君子)로서의 교사 = 7
• 3) 교사와 학생의 인격적 관계 = 8
• 2. 교육 환경과 의식의 변화 = 10
• 1) 학교 교육과 환경의 변화 = 10
• 2) 교직과 교사에 대한 의식의 변화 = 13
• 3) 교사의 역할과 기대의 변화 = 17
• 4) 사례(謝禮)형식과 내용의 변질 = 23
• Ⅲ. 연구방법 및 절차 = 28
• 1. 연구 방법 = 28
• 1) 현상학적 접근 = 30
• 2) 현상학적 방법의 한계 = 36
• 2. 연구절차 = 38
• 1) 자료의 수집 = 38
• 2) 자료의 해석 과정 = 40
• 3. 연구의 범위와 제한점 = 42
• Ⅳ. 연구결과 및 해석 = 44
• 1. '촌지기록부' 사건 개요 = 44
• 2. '촌지'에 대한 경험 = 53
• 1) 교사로서의 경험 = 53
• 2) 학부모로서의 경험 = 67
• 3. '촌지'에 대한 인식 = 75
• 1) 학부모의 인식 = 75
• 2) 교사들의 인식 = 78
• 3) 학부모와 교사의 촌지에 대한 인식의 차이 = 84
• 4. 촌지 수수의 맥락과 부작용 = 85
• 1) 촌지 고리의 재생산 = 86
• 2) 교육의 부재 초래 = 95
• Ⅴ. 반성적 의미로서의 논의 = 99
• 1. 학부모의 교사에 대한 신뢰 회복 = 99
• 2. 교육행정가들의 솔선수범과 근절 의지 = 101
• 3. 교사들 스스로의 가치관 정립 = 104
• 4. 학부모의 교사에 대한 태도 변화 = 109
• 5. 언론의 사회교육적 기능 강화 = 110
• Ⅵ. 요약 및 제언 = 111
• 참고문헌 = 117
• 부록 설문지 = 119