교육에서의 자유의 의미

반채익 교육철학회 2000 교육철학연구 Vol.24 No.-

An implication of freedom in education, the pivot of this paper, was discussed, focused on the significance of freedom and the teachers' role in Summerhill which grants its students the maximum freedom. Summerhill helps its children improve their own lives by bestowing freedom from their inner fear, anxiety, hatred as well as freedom from their external constraint or oppression. Here, the very idea of the maximum freedom of child led the role of teachers in Summerhill to be extremely reduced to encouragers of child's play and interest, assistants of his/her learning of subject matter, and expert in child psychology. Despite the fact that Summerhill gave each child the maximum freedom, the result was not satisfactory. This implies that bestowing freedom upon our children does not guarantee the idea of being educated itself. Also, this suggests that we should make an effort for fording an equilibrium point between the freedom of child and the role of teacher. This study on Summerhill would illuminate the aim of alternative education which intends to make the principle of freedom in Summerhill a principle of education.

소피스트들의 교육적 아이디어

潘采益 충북대학교 교육개발연구소 1992 한국교육논총 Vol.12 No.-

교육에서의 자유의 의미 -발도르프 학교의 자유와 교사의 역할을 중심으로-

반채익 한국교육철학학회 2002 교육철학연구 Vol.0 No.28

An implication of freedom in education, the pivot of this paper, was discussed, focused on the significance of freedom and the teacher' role in Waldorf School. Waldorf School suggests a clear viewpoint on student's freedom in the basis of anthroposophical understaning of human beings. It lends emphasis to the freedom with which the will, feeling, and thinking of the student integrate harmoniously through the teacher's positive guidance of authority. This spiritual freedom is a positive one implying a internal capacity for the reflective thinking and creative way of life. Here has been examined what suggestions does this freedom in Waldorf School make to the solution of our schooling. First, on the matter of schooling failure, characterized by the absence of conversation between teachers and students, the reduction of efficiency in knowledge at class and the absence of teacher's authority, the educational system of Waldorf School can be a solution, which represents a teacher's 8-year entire charge with the students, of the teacher's role as an artist, and teaching based on teacher's authority. Second, for the educational relationship between teachers and students, requiring the harmony with both teacher's authority and student's freedom, the students ought to develop their capacity of will, feeling, and thinking, while the teachers, of subject matter by the artistic formation, should help their students to ensure the educative achievement of each of them. Third, in the teacher's role, Waldorf School, considering education as an art and teacher as an artist, provides us with a viewpoint on the teacher's role and a prospect to a new reality of our schooling.

교육에서의 자유의 의미 : 발도르프 학교의 자유와 교사의 역할을 중심으로 focused on the freedom and the teacher' role in Waldorf School

반채익 교육철학회 2002 교육사 교육철학 Vol.28 No.-

An implication of freedom in education, the pivot of this paper, was discussed, focused on the significance of freedom and the teacher' role in Waldorf School. Waldorf School suggests a clear viewpoint on student's freedom in the basis of anthroposophical understanding of human being. It lends emphasis to the freedom with which the will, feeling, and thinking of the student integrate harmoniously through the teacher's positive guidance of authority. This spiritual freedom is a positive one implying a internal capacity for the reflective thinking and creative way of life. Here has been examined what suggestions does this freedom in Waldorf School make to the solution of our schooling. First, on the matter of schooling failure, characterized by the absence of conversation between teachers and students, the reduction of efficiency is knowledge at class and the absence of teacher's authority, the educational system of can be a solution, which represents a teacher's 8-year entire charge with the students, of the teacher's role as an artist, and teaching based on teacher; authority. Second, for the educational relationship between teachers and students, requiring the harmony with both teacher's authority and student's freedom, the students, ought to develop their capacity of will, feeling, and thinking, while the teachers, of subject matter by the artistic formation, should help their students to ensure the educative achievement of each of them. Third, in the teacher's role, Waldorf School considering education an art and teacher as an artist provides us with a viewpoint on the teacher's role and a prospect to a new reality of our schooling.

발도르프 학교의 아동교육관

반채익 忠北大學校 敎育.生活硏究所 2002 한국교육논총 Vol.23 No.1

교육에서 자유의 의미 -자유교육과 아동중심교육을 중심으로-

반채익 ( Chae Ik Ban ) 경희대학교 교육발전연구원(구.교육문제연구소) 2006 慶熙大學校 敎育問題硏究所 論文集 Vol.22 No.1

본 연구는 교육에서 자유가 어떤 의미를 지니는가를 밝히기 위해 자유교육과 아동중심교육에서의 자유의 관점을 검토하였다. 자유교육에서의 자유는 교육의 결과 가지게 되는 마음의 상태에 비추어 의미가 규정된다. 자유교육에서의 자유는, 교육의 결과 자유로운 마음의 발달이나 이성을 통해 세상을 바라보게 될 때, 그러한 마음이 나타내는 특질이라는 점에서 적극적 자유를 강조하는 것이다. 반면에, 아동중심교육에서의 자유는 교육의 과정에서 `아동을 어떻게 취급해야 하는가`에 대한 관점을 제시하며 아동의 흥미와 자발성을 방해하는 외적 요소를 제거해야 한다고 본다는 점에서 소극적 자유를 강조하는 것이다. 교육에서 소극적 자유와 적극적 자유는 다같이 중요한 것으로 다루어져야 한다. 소극적 자유인 구속이나 강제로부터의 자유는 이성적 능력과 같은 적극적 자유를 위한 조건으로 그 중요성을 갖기 때문이다. The purpose of this article is to clarify an educational bearing of freedom in the liberal education and child-centered education. Liberal education aims at seeking knowledge itself while child-centered education attaches importance to child`s spontaneity and his independent participation as the process of education. First, in terms of the liberal education, freedom is the one in the sense that education makes human mind to free, which leads the man to speculate the world. `Liberal man` as its purpose of education is its ideal. This is the meaning of freedom which the liberal education implies. On the other hand, freedom in terms of child-centered education is the one in the sense of respecting child`s interest and need. This regards education as a liberal activity through his spontaneous participation, taking his interest and need into consideration. In this reason, its content is mainly found in the actual life which can stimulate his interest and need. Also, its process of learning is focused on his own activity and his own life. Shown above, when we divide the meaning of freedom into positive and negative, liberal education falls within a positive meaning of freedom, while child-centered education falls within a negative meaning of freedom in that Rousseau emphasizes child-centered education by nature. In addition, Dewey`s thought includes the two, positive and negative, in that he emphasizes not only simply child`s interest but child`s capacity of self-control and reflective thinking in course of education.

희랍비극의 교육적 해석

서영현,반채익 충북대학교 교육개발연구소 1993 한국교육논총 Vol.13 No.-

개인연구 : 루소교육이론에서의 자연과 자유의 의미

서영현 ( Young Hyun Suh ),반채익 ( Chae Ik Ban ) 한국교육사학회 2004 한국교육사학 Vol.26 No.2

The purpose of this study is to reappraise the educational doctrine of Jean-Jacques Rousseau by focusing on what mearning of nature and freedom have in each case and how they are applied to negative education and positive education. As a result, it is only ratural that nature and freedom is closely related in Rousseau`s Educational Theory and why Rousseau`s negative education and positive education is evolved so different and what meaning nature and freedom have in both education.