홀리스틱 교육에 의한 통합교육과정 구성 = Curriculum Integration from the Viewpoint of Holistic Education

다국어 초록 (Multilingual Abstract)

The aim of this study is to find a way of integrating curriculum from the viewpoints of holistic education, which is now considered as an alternative approach to modernistic education. The methodology of this study is basically theoretical approaches with the analysis and synthesis of ideas from the existing literatures and the preceding experiments, and the major thoughts are heavily relied on John Miller's holistic approach to education.
This study began with the criticisms of modernistic education as a background of the necessity of alternative method by way of the holistic education, and then, investigation of the revolutionary changes in contemporary science, psychology, and understanding of human nature and existence.
Conventional education geared to modernism and an industrial-age culture is now in decline. Especially during the 20 century the culture had a pervasive influence on the ways of education by the economic, social, and political trends of almost all modern nations. It is the very problematic worldview based on several fundamental assumptions about our world and human nature that should be overcome:
1. It is essentially a materialistic world view; in most aspects of our lives, success, achievement, and value are measured by objective, tangible, quantitative standards, in other words, wealth and possessions, net profit, advanced degrees, public opinion polls, Gross National Product, and so forth.
2. It relies on rational, analytical, scientific ways of knowing in order to transform natural resources into 'wealth.' It honors professional expertise and impersonal technology above artistic or spiritual inspiration, and sees the earth and all its life as a resource to be exploited. This is a decidedly reductive attitude.
3. It assumes that human beings are primarily economic beings, motivated by the desire for comfort, luxury and status. It sees the society as a competitive marketplaces in which there are inevitably winners and losers.
4. It assumes that the divisions between groups of people, based on religion, language, occupation, gender, race, and nationality, are more real and enduring than our common humanity.
Holistic education can be considered as an alternative approach to solve these problems of modernistic education, and at the same time seeks to restore the wholeness of human being with an emphasis on spirituality and meaning. Therefore, curriculum integration from the viewpoint of holistic education is different from the ordinary mechanical way of integration in that the former has a definite sense of direction and value orientations rooted in the reconceptualization of the wholeness of human nature and the world, physical and spiritual. In addition, this study inquired into the changing conceptions of intelligence, thinking, and learning as important foundations of holistic education. Finally the way of integrating and developing the contents as well as teaching-learning model of holistic education was explored in several ways.
Although the utilization of authenticities of all approaches in proper places is one of the strong point of holistic education, education can be characterized as holistic when demonstrating the following four major orientations:
1. Holistic education nurtures the development of the whole person, it is concerned with intellectual as well as emotional, social, physical, creative/intuitive, aesthetic, and spiritual potentials.
2. Holistic education revolves around relationships between learners, between young people and adults. The relationship between the teacher and the student tends to be egalitarian, open, dynamic in holistic settings, rather than bound by bureaucratic roles or authoritarian rules. A sense of community is essential.
3. Holistic education is concerned with life experience, not with narrowly defined `basic skills.' Education is growth, discovery, and a widening of horizons; it is an engagement with the world, a quest for understanding and meaning. This quest goes for beyond the limited horizons of conventional curricula, textbooks, and standardized exams.
4. Holistic education enables learners to critically approach the cultural, moral, and political contexts of their lives. It recognizes that cultures are created by people and can be changed by people if they fail to serve important human needs. In contrast, conventional education aims only to replicate the established culture in the nest generation. Holistic education, then, is a radical endeavor.
In a broad sense, the terms of 'holistic' sometimes can be used as synonyms with ecological, integrated, contextual, spiritual, environmental, systematic, organic, and evolutionary. Therefore, the conception of holistic includes the one of all words above.
The holistic approach has been recognized alternative one for the 21st world view. Especially, this understanding of emerging curriculum field is of more special interest to us than effective teaching and learning into meta-education.
From the viewpoint of holistic education, we need to incorporate the frame. of environmental education into the perspectives in the following: 1) to emphasize a respect for life and relationships among living things; 2) To emphasize earth ecology education and earth community education; 3) To introduce spiritual education and transpersonal psychological education partly; 4) To emphasize the education which integrate body, emotions, consciousness, the spirit; 5) To emphasize an environment in which teachers and students would be real or genuine in their communication and meeting.
The environmental education has multi-level and multi-dimensional proper-ties. Therefore, it needs to be an interdisciplinary approach. Following this viewpoint, this research is carried out through integrating the Gurjieff's Enneagram, the Gardner's multiple intelligences, and the Story model into a holistic model. This study has focused on learners' internalization of environmental education, which is the key of pedagogy. Also, a 6-step model in the integrated curriculum is proposed for the environmental education: motive induction, process for facts insight, recognition process, the multilateral thinking process, Assagioli's identification/disidentification for will education, and confirmation of degree of accomplishment.
A 6-step model emphasized a perspective of holistic environmental education so that it fully presented holistic environmental teaching and learning mode which encompassed left-brain learning mode, right-brain learning mode, physical-sensory learning mode, and affective learning mode, to be holistically used for learners. It is also expected that the 6-step model will be effectively implemented for learners to enhance their inquiry, creativity, environmental process mind, attitudes toward mankind and universe, and to holistically develop learner's variety abilities.
However, Since holistic curriculum has been criticized for being too idealistic, subjective and theoretical, many concrete researches need to be done for educational practice. For that purpose, holistic curriculum should be enriched and elaborated by the inclusion of new ideas from a variety of disciplines such as existing humanistic theories and methods.

목차 (Table of Contents)

• 목차 = 4
• Ⅰ. 서론 = 8
• 1. 연구의 필요성 = 8
• 2. 연구의 목적과 내용 = 17
• 3. 연구의 방법 = 18
• Ⅱ. 홀리스틱 패러다임의 등장배경: 모더니즘 교육이론의 한계 극복 = 20
• 1. 과학적 패러다임의 혁명 = 20
• 1) 양자이론과 소산구조 = 21
• 2) 홀로그램 이론 = 24
• 2. 모더니즘의 사회문화적 문제들 = 27
• 3. 현대 심리학의 인간 이해의 한계 = 32
• 4. 모더니즘 교육이론의 한계 = 37
• Ⅲ. 기존 통합교육과정의 한계와 그 극복으로서 홀리스틱 교육 = 41
• 1. 기존의 통합이론과 실제 = 41
• 2. 통합의 유형과 그 한계 = 46
• 3. 홀리스틱 교육과정의 통합 방향 = 49
• 1) 홀리스틱 관점의 대두와 그 이유 = 49
• 2) 홀리스틱 교육에서 통합교육과정의 의미 = 51
• Ⅳ. 홀리스틱 통합교육과정의 교육철학적 시각 = 55
• 1. 인간이해(관) = 55
• 2. 세계이해(관) = 60
• 3. 교육이해(관) = 65
• Ⅴ. 홀리스틱 통합교육과정의 목적 = 69
• 1. 홀리스틱 발달의 강조 = 69
• 2. 홀리스틱 지식체계의 강조 = 71
• 3. 생태학적 사고에 기초한 대화 공동체의 강조 = 74
• 4. 관계와 책임의 의미를 내포한 영적 세계관의 강조 = 77
• Ⅵ. 홀리스틱 교육이 추구하는 통합의 성격과 원리 = 80
• 1. 홀리스틱 교육 실천을 위한 통합교육과정의 원리 = 80
• 1) 균형원리: 교육자의 관심·의도·자세의 경향성 = 81
• 2) 포괄: 교육 제원리의 포괄적 유형화 = 81
• 3) 연계: 교육과정·수업방법상의 연관 = 84
• 2. 지능, 사고, 학습의 본질과 교육과정 구조와 내용 = 85
• 1) 시스템적 사고의 교육적 관련성과 지능, 사고, 학습의 본질 = 86
• 2) 시스템적 사고와 교육과정의 구조와 내용 = 89
• 3. 홀리스틱 교육과정 내용의 핵심개념으로서의 환경교육 = 97
• Ⅶ. 홀리스틱 통합교육과정의 실제 = 103
• 1. 밀러와 포거티 모형의 통합 = 103
• 2. 에니어그램을 통한 통합 모형 = 105
• 1) 환경교육 관점의 통합과 환경호르몬 침투과정 에니어그램 = 106
• 2) 다중지능과 환경오염의 에니어그램 = 107
• 3) 홀리스틱 교육의 주요 아홉 가지 개념과 환경교육 목표 에니어그램 = 109
• 4) 인간·자연·학문의 홀리스틱 에니어그램 = 110
• 5) 윌버의 진리의 4상한 = 112
• 3. 스토리모델을 통한 통합모형 = 114
• 4. 홀리스틱 교육과 생명중심의 통합 = 118
• Ⅷ. 홀리스틱 교육과정의 교수-학습 = 121
• 1. 홀리스틱 교육의 에니어그램과의 연계 = 121
• 2. 홀리스틱 교육으로서의 통합교육의 6과정 교수-학습 모형 = 122
• 1) 동기유발 과정(명상, 심상, 배경음악 등) = 123
• 2) 사실 통찰 과정(직관·통찰·객관화) = 125
• 3) 인지과정(지각·기억·개념) = 128
• 4) 다각적 사고과정(논리·직관·심상·은유·창조) = 129
• 5) 동일화와 탈동일화 과정(명재계, 암재계, 자기화) = 133
• 6) 피드백과정(산물의 수행평가, 성취확인) = 136
• 7) 대단원으로서의 수피 댄싱과 우리의 맹세 = 137
• 3. 홀리스틱 교육 통합교육과정의 반성과 전망 = 139
• Ⅸ. 요약 및 결론 = 143
• 참고문헌 = 147
• ABSTRACT = 161