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한국 평생교육센터 역할정립에 관한 비교연구 : 한국과 일본의 평생학습제도와 체제분석을 중심으로 long learning policy and system
김만희,원용숙 한국국제지역사회개발학회 2000 地域社會開發學術誌 Vol.10 No.2
Many changes have appeared on the roles of Life-long Education Center since the revision of Life-long Education Law in 1999. Ministry of Education ordered Korean Education Development Institute be responsible for the management of Life-long Education Center. In this context, the purpose of this study is to review of Life-long Education center's roles based on Life-long Education Law. The contents of this study are as follows: Frist, in this study to be reviewed the theories of life-long education and learning. Second, in this study to be reviewed the process of making policy in life-long education and compared the system of Korea with that of Japan. Third, in this study to be presented roles of Life-long Education Center in Korea. In addition, to be presented the characteristics of Life-long Education Center. According to these contents, in this study to set up some important roles of Life-long Education Center in Korea. 1) Frist, Life-long Education Center has to make new types of consortium the life-long education and set up the rational system by demand increasing of the life-long education. 2) Second, Life-long Education Center has to develop the various educational programs to improve the quality of people's life. And also the program is based on each ages; children, youths, adults, and elders. 3) Third, Life-long Education Center has to provide the network related to life-long education opportunity and to develop financial system. And the opportunity for participation should be increased within community.
과학지식의 객관성에 관한 고찰 : 마이클 폴라니의 인식론을 중심으로 Focused on Michael Polanyi's Epistemology
김만희,김범기 한국과학교육학회 2003 한국과학교육학회지 Vol.23 No.1
본 연구의 목적은 폴라니의 개인적 지식을 중심으로 과학지식의 객관성을 고찰하고, 이의 과학교육적 함의를 논의하는 것이다. 따라서 이론적 연구이며, 주로 문헌자료에 의존하였다. 현대 인식론은 지식의 객관성과 상대성에 대한 견해가 혼재해 있으며, 특히 과학교육의 문제를 해결하기 위해서는 지식의 객관성에 대한 재해석이 필요하다. 이에 과학지식의 객관성에 대한 과학철학자들의 견해를 살펴보고, 객관성을 주관성과 관련시켜 지식의 성격을 이해한 칸트, 왕양명, 키에르케고르의 사상을 교육과 관련지어 간단히 고찰하였다. 나아가 폴라니의 인식론을 중심으로 과학지식에의 개인적 관여 및 공동체적 성격을 살펴보았다. 그리고 개인적 지식에서 시사하는 과학교육적 함의를 논의하면서, 과학교육에 인간의 목소리가 회복되며, 지적 열정이 살아있도록, 과학자의 삶을 재연하는 과학교사의 필요성을 논의하였다. The purpose of this paper is to investigate the objectivity of scientific knowledge, focusing on Michael Polanyi's epistemology. The objectivity of scientific knowledge could be examined in epistemological and ontological view. The former relates to the rationality, but the latter to the reality. Since the middle of 20th century science philosophers have debated about the objectivity of scientific knowledge. Their opinions are divided three parts by the criteria of objectivity in relation to the rationality. Exactly Objectivism approves the rationality of scientific knowledge, and Falsificationism accepts the partial rationality, but Relativism denies any rationality. In this paper, we will study the objectivity of knowledge in relation to the subjectivity, especially throughout the theory of Kant, Kierkegaard and Wang Yang-ming. Experienced good scientist Polanyi(1946;1958) have ever suggested the new epistemology as the name of 'personal knowledge'. He argues that scientific knowledge is personal by faith, trust, passions, tacit understanding, method rules embodied in practice. Some implications were discussed for science education from the view of Polanyi. The first holds that science class needs human voice throughout the personal commitment. The second holds that intellectual passions should be recovered. The third holds that the teacher should act like real scientist. Finally, the theory of science education should be established for ourselves.
김만희,김범기 한국과학교육학회 2002 한국과학교육학회지 Vol.22 No.4
본 연구의 목적은 내러티브 사고를 소개하고, 이의 과학교육적 함의를 논의하는 것이다. 따라서 전체적 관점에서 접근한 이론적 연구이며, 주로 문헌자료에 의존하였다. 현대 교육은 전반적으로 지식의 발견 측면을 중시하면서 패러다임 사고양식을 강화해왔다. 그러나 현대 과학은 직접적인 관찰보다는 대부분 이론적 추론에 의존하여 만들어진다. 이처럼 경험을 조직하여 과학적 실재를 구성하는 과학 만들기 활동은 내러티브 사고를 요구한다. 그러므로 과학교육에서도 이미 완성된 과학을 반복하기보다는, 살아있는 과학만들기 활동이 이루어져야 하므로 내러티브가 도입될필요가 있다. 이에 본 연구는 과학교육의 목적과 과학자 활동, 학생 활동 및 교수 활동 측면에서 내러티브 및 내러티브 사고의 가능성을 고찰하고, 그 과학교육적 함의를 논의하였다. In this paper, two modes of thought are assumed, which are known as the paradigmatic and the narrative mode of thought by Bruner(1985, 1986). The former leads to well-formed argument, but the latter to good story each providing distinctive ways of ordering experience, of constructing reality. Though the two are complementary, but not reducible to one another. However modern schooling has focused on the paradigmatic mode. It has come to its peak in science education. Recently some educators began to gaze at the narrative mode in other humanities, but not science. Narrative is commonly considered to be foreign to science. But many scientists are convinced that modern science depends on speculation much more than observation. The speculation is conducted by intrapersonal or interpersonal narrative, which was called "science-making" by Bruner(1996). The purpose of this paper is to introduce the narrative mode of thought compared to paradigmatic mode as the new concepts and to discuss its implications on the science education. Three implications will be suggested. The first holds that science class should improve student's narrative sensibility throughout the live science-making. The second holds that the narrative mode of thought should be used with the support of the paradigmatic mode in science classroom. Exactly narrative interpretations are adjuncts to scientific explanations. The third holds that the evaluation method should be developed for the narrative work in science education.
노인 평생교육 자원봉사활동의 활성화에 관한 이론적 접근
김만희 한국국제지역사회개발학회 2003 地域社會開發學術誌 Vol.13 No.1
The objective of this study is to find out what the theories related to the aged s voluntary activity are in Lifelong education. The methodology of this study are literature review and the detail goals to do the objective are as follows; First, to clear up meanings, characteristic, theory from reviewing the literature relating the aged s voluntary activity. Second, to suggest the ideas the aged participate continuously in voluntary activity to lifelong education. There are the following suggestions in this study. First, The major things the personal background, the organizational characteristic and the social norm are the more the aged maintain the voluntary activity. Second, it is necessary to establish the essential concept about the aged's voluntary activity in lifelong education.