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- 저자 : Tschapka, Johannes M. (검색결과 6 건)
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Students’ Awareness of the Non-sustainability in the Game ‘Settlers of Catan’
Johannes Tschapka,Tae-ho Kang(강태호) 한국환경교육학회 2014 環境 敎育 Vol.27 No.3
이 논문은 한국 학생들과 일본 학생들이 카탄의 개척자 보드 게임을 한 이후, 지속가능성에 대해 가지는 생각들을 분석한다. 본 연구는 지속가능성에 대한 학생들의 정치적 관점들을 드러내기 위한 투영적 기술로써 보드 게임을 사용하였다. 학생들의 지속가능성에 대한 생각들은 하딘의 ‘공유지의 비극’에 기반한 정치 철학적 분석을 사용하여 분석되었다. 공유지의 비극에서 개럿 하딘은 제한된 자원인 목초지에서 소 떼를 방목하는 목부들 간의 긴장 관계와 사회적 딜레마들을 보여주었다. 그러나 집단과 개인 사이의 이해 갈등에 대해서 충분히 논한 반면, 하딘은 자연 자원의 착취에 대한 사람들의 정치적 관점은 거의 다루지 않았다. 본 연구는 카탄의 개척자 게임이 학생들로 하여금 그들의 정치적인 관점 차이가 지속가능성의 맥락에서 ‘공유지의 비극’을 야기한다는 것을 이해하도록 도울 수 있다는 증거를 찾고자 했다. 본 연구의 결과들은 학생들의 사고에 미치는 공리주의적(utilitarian), 자유지상주의적(libertarian), 그리고 자유주의적(liberal) 영향이 지속가능성에 대한 의견 차이를 해결하는 데에 얼마나 중요한지를 보여준다. 끝으로 본 연구는 환경 교육자들이 환경 교육 프로그램 내에서 학생들의 정치적인 의견 차이를 과소평가하는 경향이 있다는 점을 지적한다. This paper analyses Korean and Japanese college students’ ideas about sustainability after playing the board game ‘Settlers of Catan’. We used the board game as a projective technique to uncover their political perspectives on sustainability. We analysed their ideas on sustainability using political philosophy analysis based on Hardin’s ‘The Tragedy of the Commons’. In ‘The Tragedy of the Commons’, Garrett Hardin illustrated the tensions and social dilemmas of herdsmen grazing their cattle in a pasture of a limited source. Hardin thoroughly discussed the tension between group and self-interest, but he barely touched the political standpoints of people on the exploitation of natural resources. We sought evidence that the game ‘Settlers of Catan’ can help students to understand that in fact their political disagreements cause the ‘Tragedy of the Commons’ in relation to sustainability. Our findings show how utilitarian, libertarian and liberal influences on the thinking of the students are crucial in solving disagreements on sustainability. Finally we argue that environmental educators tend to underestimate the political disagreements of their students in their environmental education programs.
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비판 과학의 관점과 역량 모델에 기반한 ESD 수업지도안 분석
권정희(Chounghee Kwon),조승연(Seungyoun Cho),Johannes Tschapka 한국환경교육학회 2014 環境 敎育 Vol.27 No.3
This study explores Korean lesson plans on Education for Sustainable Development(ESD), which have been developed by Korean teachers and researchers. The survey assumes that ESD lesson plans need a clearer conceptual frame to avoid ambiguity and to show how students shall act competent for Sustainable Development(SD). Therefore the study analysed Korean ESD lesson plans through a three dimensional competence model. The comparison uncovered that Korean lessons plans on ESD are focused mostly on dealing with information and creating. At the same time the lesson plans lack aspects of analysing, evaluating and judging - essentially aspects for critical thinking about society processes. The authors argue that the latter aspects indicate ESD as an agent for reflecting and shaping ongoing social developments towards a sustainable future.
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『환경』과 교육과정의 고찰 및 역량 기반으로의 개선 방향에 관한 연구
서은정(Eun-Jung Seo),요하네스 차카(Johannes Tschapka) 한국환경교육학회 2013 環境 敎育 Vol.26 No.1
The purpose of this study is to undertake a review of the current characteristics, objectives and contents based curriculum on Environmental Education and to suggest the need to orient it towards competence orientation. The study surveys the 6th, 7th, 2007 revised and 2009 revised national curriculums in terms of their characteristics, objectives, contents and distinct features, and it concludes in suggesting an alternative competence model. Therein the concept of competencies in curriculum development has been introduced, and the implication on Environmental Education in particular has been described. The current curriculum on Environmental Education utilizes characteristics and objectives proposed by various international associations without criticism and modification. Seemingly it tends to imply a linear learning model of ‘knowledgeattitude-behavior’, assuming that contents- and activity-oriented statements in a curriculum lead to achieve specific ways of behaviour for the Environment. The criteria for such an achievement seem to be vague and lack of a logical connection in such a linear learning model. Competence, proposed as an alternative in this study, exceeds the idea of observable behaviors because it specifies internal prerequisites of a person in aspects of cognition, motivation, beliefs and attitudes. Competence uses situations as point of departure. Situations allude to integrate of all the above aspects of competencies so that students can effectively apply theoretical and practical knowledge in real-life situations concerning environmental problems. Competence can be performed and learned in concrete to-dos from a learner. Those to-dos can be more clearly specified within academic concepts of school in an environmental curriculum. Such descriptions of to-dos in competencies help teachers to organize a form of teaching which enables students to learn what they can do in a classroom environment in respect to what they can do in real life situations. Though the concept of competence makes use of actual situation as starting point. This seems to be the crucial argument for an environmental curriculum that focuses on students developing and enhancing competencies in complex and uncertain situations which will require appropriate responses developing and enhancing competencies in complex and uncertain situations which will require appropriate responses in the their future.
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