창조성의 교육본질에 관한 논의

이용길 ( Yong Gil Lee ) 창조교육학회 2010 창조교육논총 Vol.12 No.-

This study is a discussion on the educational nature of creativity. The basic of creativity in human nature is man who has all characteristics and capabilities of human. Creativity is presented by human existence value and has goal orientation to be the subject for the creation of personality and cultural values. The nature of creativity is love. Love brings about desire, and desire shows creativity as goal orientation. Showing creativity through education is done by the educational love, and educational love forms educational self. The realization of creativity, therefore, is the realization of love, and it is, educationally, the realization of personality through the accomplishment of educational self. The activities of educational self are subjective and conscious educational activities that are made to create values. Through educational self, humans pursue the activities of values, create personality and social and cultural values. Hence, creative values are made by the actions and activities of education by educational self. Education is to cultivate human capabilities comprehensively. Human capabilities are shown in every area since the nature of education is to cultivate various abilities of humans. Accordingly, whether education is to maintain social system, mainly aims to personal improvement of individuals, or promotes intentional change of human behaviors, all those would have common goal to accomplish human creative capabilities. The actions of education is to maintain human life, social order and system, promote harmonious development of humans, succeed to and develop cultural heritage, and make personal foundation of historical creation. Common attribute of the actions of education, in hoc, is based on human creativity and educational self. Ultimate worth of human is creative value, and such value can be obtained by the experiences of educational self through education. Considering what should be taught and learned in every area of humans, the premise would be creativity and educational self. Since education aims for creative humans by the cultivation of human capabilities, the nature of education is to cultivate creative capabilities of humans. Creativity is an area of universal activities of human life in the nature of education, and it can be divided into physical/physiological area, social area, rational area, moral area, artistic area, and religious area, and the nature of education is to cultivate universal creativity of entire human beings by presenting the elements of capabilities in the values as the educational goal of the cultivation of creative capabilities.

세계 각국의 창조성교육 동향

조은석 ( Eun Seok Cho ) 창조교육학회 2010 창조교육논총 Vol.12 No.-

Creativity education in the U.S.A. was started from the universities by professors J. P. Guilford`s and E. Paul Torrance`s influence in 1950. Professor Howard Cardner at Harvard University presented are search for “Educational curriculum for cultivating creativity in middle school, high school, and university” in 1997, and the education of cultivating creativity has been conducted in depth even in middle school and high school through all the areas of the U.S.A. Educational policy is being conducted independently by each state in Canada, and creativity education in middle school, high school and university in British Columbia has been substantially conducted after the state government presented the curriculum of educational innovation in 1990. In the United Kingdom, National Recommendation Committee of Education for Creativity and Culture was organized and creativity education in middle school, high school and university has been deeply conducted by the committee activities. In Germany, professor Muhle & Schell presented a thesis of “Creativity and School Education” (1970) and emphasized the education for cultivating creativity, and then creativity education has been conducted in middle school, high school, and university in the whole area of Germany. In Finland, Education for cultivating creativity in the school had been emphasized since 1980s and creativity education was realized in the school. In Spain, creativity education has been deeply progressed under the guidance by Professor David de Prado Dez at Santiago Compostera University. Insead, prestige European Institute of Business Administration at France, is a worldwide international graduate school of business administration, and the lecture on creative education is opened and instructed substantially. Japan, China, South Korea In East Asia, Education for cultivating creativity in the school had been emphasized. The world is confronted with lots of crises currently; there are many individual and social issues to be solved in our lives, such as creative innovation in business competitions, global warming, frequent occurrence of typhoon and hurricane, etc. To search for the solutions of such difficult issues, creative problem solving is necessary and it is recognized that creativity education is urgent. I reviewed the execution of creativity education in the Western countries under the trends of Western educational innovation and hope such result would largely contribute to the reference and educational improvement of the execution of creativity education in Korea.

국어과 창의성 교육의 관점

김은성 국어교육학회 2003 國語敎育學硏究 Vol.18 No.-

국어과 창의성 교육의 이론과 실행에서 가장 기초가 되는 것은 교육관점이다. 그런데 이제까지 국어과에서는 국어과 창의성 교육에 대한 뚜렷한 관점을 제시하지 않은 상태에서 국어과의 창의성을 논해왔다. 국어과 창의성 교육의 관점은 국어과 창의성이 구성적 개념이라는 점을 보아도 시급히 논해야 할 사항이기도 하다. 어떤 관점에 따라 보느냐에 따라 국어과 창의성의 개념이 달라질 수 있기 때문이다. 국어과 창의성 교육의 관점은 창의성 이론, 창의성 교육 이론, 국어과 교육 이론 등을 엄밀하게 검토하는 과정을 밟아 정립되어야 한다. 본고에서는 이런 세부 분야의 연구 성과를 바탕으로 하여 다음과 같은 두 가지 방향에서 교육 관점을 검토하였다. 첫째, 창의성 교육의 관점에서 보면, 국어과 창의성은 특수한 창의성으로서, 교육을 통해 신장시킬 수 있고, 그 중에서도 특히 국어과라는 교과를 통해 신장시킬 수 있는 창의성이다. 따라서 영역 특수적인 관점 아래서 국어과 교육과 창의성 교육이 유기적으로 결합할 수 있도록 해야 한다. 둘째, 국어과 교육의 관점에서 보면, 국어과 창의성은 국어과만의 특수한 성질을 가지고 있고, 모든 국어 활동에서 나타날 수 있는 창의성이다. 그리고 국어과 창의성은 기발하거나 천재적인 그 무엇이기보다는 모든 국어 활동의 단계에서 나타날 수 있는 보편적인 것이다. 따라서 이것을 교육하기 위해서는 교육 내용과 교육 방법을 쇄신해야 한다. The educational perspective is the primary basis in theory and practice of the Education of creativity in Korean language education (KLE). However, to this date, the researchers of Korean language education have discussed the Education of creativity in KLE without clear perspectives on creativity in Korean language education. Therefore, it is rather urgent to establish specific educational perspectives on creativity in KLE in the sense that creativity in KLE is constructive concept. According to its perspective, the concept of creativity in KLE could be different. The educational perspectives on creativity in KLE should be founded through austere examination of the theories of creativity, creativity education, and Korean language education. With the work of those three fields, the present study examined the educational perspectives on creativity in KLE in the following two perspectives. First, in the perspective of creativity education, creativity in KLE means specific creativity which could be cultivated through educational teaching, especially through the discipline of Korean language. Accordingly Korean language education and creativity education should be systematically combined in the domain-specific perspective. Second, in the perspective of Korean language education, creativity in KLE has its own characteristics and appears any area of Korean language activities. In addition, creativity in KLE is rather a universal one which can appear any stage of Korean language activity than a something unique or genius. To promote and educate creativity, positive innovation of the content and methodologies of Korean language education needs to be searched.

문학교육의 창의성에 관한 연구

김선민 한국문학교육학회 2004 문학교육학 Vol.13 No.-

Literature education and creativity should form an organic relationship. Literature education must be able to control changes and regulate disorder in a society appropriately, and creativity is the basic factor enabling to implement roles of such literature education. Accordingly, a precise understanding on true nature of literary creativity is required since it is a factor enabling to manifest creativity of literature education. A literary work is a product of creative manifestation. Creativity is a foundation of the new and a driving force of the production. Consequently, creativity can be named as the key factor of literature education. According to a research on people with excellent creativity, those creative people are much more open and permissive than we generally think. Creative ideas manifested by those people are mostly from the already existing outside world and combined with their inner creativity. In addition, they know about respecting themselves and giving consideration to others for respecting themselves. They have confidence in contributing their creative abilities to a society by preserving the integrity of all surrounding resources with care. The answer to the possibility of manifesting features of such creative human being in general students can be found in a solution to a question of what literature can provide us with. Namely, the educational outcome of literature can be thought of as in connection with features of human being with excellent creativity. This research aims to manifest creativity of a learner through literature education. In order to achieve such aim, the research should focus on a kind of an organic relationship formed between creativity and literature education. A discussion on True Nature of Creativity in Literature Education in the Chapter 2 is to help understand creativity in literature education correctly by clarifying an aspect, feature and a manifestation type of creativity. A Creative Factor in Literature Education in the same chapter discusses a key factor that can stimulate manifestation of creativity in school education considering characters of literature education. A discussion on Manifestation of- Creativity in Literature Education in the Chapter 3 focuses on projecting a practical solution to a factor and method. A Factor of Creative Manifestation in Literature Education of the Paragraph 1 in the same chapter presents the manifestation factor by classifying it into teacher, student, curriculum and environment after analyzing those factors restraining creativity in a school first. In A Teaching/Learning Method of Creative Manifestation in Literature Education of the Paragraph 2, a new type of a teaching/learning mthod different from general teachingflearning methods of thus far is projected and presented.

교육학적 관점에 따른 창의성 개념 분석

박영하 ( Young Ha Park ) 대한무용학회 2010 대한무용학회논문집 Vol.64 No.-

The purpose of education in the 21st century is to foster creative person. Many studies have concentrated on developing new curricula and methodologies in creative education. This educational tendency made teachers and scholars in dance education focus on the development of creative education in dance. According to the requirement of this recent century, the concern of creativity and creative education become an issue in education. This study on creative education and dance education is essential, in order to fill up the requirements of dance education in the 21st century. The purpose of this study is to verify the concept of creativity pursued in dance education, in order to suggest the concept of creativity applicable in dance education. In result, the concept of creativity pursued in dance education means that all humans posses creativity, and the creativity can be developed through education. This concept of creativity emphasizes the following issues; first, creativity is progress; second, creativity is an interaction with other educational subject; third, creativity is the approach to focus on external factors. In order to maximize the development of creativity in dance education, dance education in the 21st century should focus on cultivating creative thinking procedure and skills, and also knowledge-based teaching methodology should be emphasized. Moreover, cultivating the characteristics of creative person and motivation on creativity must be essentially concerned.

가정과 교사의 창의・인성 교육에 대한 관심과 실행에 대한 인식 - CBAM 모형에 기초하여-

이인숙,박미정,채정현 한국가정과교육학회 2012 한국가정과교육학회지 Vol.24 No.2

본 연구의 목적은 가정과교육에서 창의․인성 교육에 대한 가정과 교사의 관심 단계와 실행 수준, 그리고 실행 실태를 알아보는데 있다. 연구 자료는 전국의 중학교 가정과 교사를 대상으로 체계적 표집과 편의 표집을 하여 우편과 이메일을 통해 설문지를 배포하고 회수된 187부를 최종 분석에 사용하였다. 조사 도구는 주로 Hall(1987)이 개발한 혁신에 대한 교사의 관심도와 실행 수준에 대한 질문지를 수정․보완하여 사용하였고 그 외는 선행연구를 기초하여 개발하였으며 타당도와 신뢰도를 검증하였다. 자료는 SPSS/window(12.0) 프로그램을 이용하여 빈도, 백분율, 평균, 표준편차, t-test, ANOVA를 실시하였다. 본 연구를 통해 밝혀진 결과를 요약하면 다음과 같다. 첫째, 창의․인성 교육에 대한 가정과 교사의 관심 단계는 정보적 관심 단계(85.51)가 가장 높았으며 다음으로 개인적 관심 단계(85.18), 운영적 관심 단계(81.88), 지각적 관심 단계(82.15), 강화적 관심 단계(68.80), 협동적 관심 단계(61.97), 그리고 결과적 관심단계(59.76)의 순으로 나타났다. 둘째, 창의․인성 교육에 대한 가정과 교사의 실행 수준은 기계적 실행 수준(수준 3; 21.4%)이 가장 많았으며, 다음으로 탐색 수준(수준 1; 20.9%), 정교화 수준(수준 5; 17.1%), 사용하지 않는 수준(수준 0; 15.0%), 준비 수준(수준 2; 10.2%), 통합 수준(수준 6; 5.9%), 갱신 수준(수준 7; 4.8%), 일상화 수준(수준 4; 4.8%) 순이었다. 셋째, 창의․인성 교육에 대한 가정과 교사의 실행 실태를 조사한 결과, 반 이상의 가정과 교사(56.1%)는 가정과 수업에서 인성 교육에 치중하고 있으며, 31.0%의 교사는 창의․인성 교육을 모두 실행한다고 응답하였다. 반면 소수의 교사(6.4%)는 창의성 교육을 실행한다고 응답하였고 같은 수의 교사(6.4%)는 창의성과 인성 교육 어느 것도 실행하지 않는다고 응답하였다. 가정과 교사의 창의․인성 교육 요소의 실행 정도를 조사한 결과, 창의․인성 교육 요소의 실행은 평균은 5점 만점에서 3.76이었고 창의성 요소의 평균은 3.59, 인성 요소의 평균은 3.94로 보통보다 높았다. 창의성 교육 요소의 실행 정도에 대해서, 개방성/민감성(3.97)을 가장 많이 실행하였고 다음으로 문제해결능력(3.79), 호기심/흥미(3.73), 비판적 사고(3.68), 논리/분석적 사고(3.63), 문제발견능력(3.61), 독창성(3.57), 유추성(3.47), 유창성/융통성(3.46), 정교성(3.46), 상상력(3.37), 몰입/공감(3.37)의 순으로 실행하였다. 인성 교육 요소는 실천력(4.07)을 가장 많이 실행하였고, 다음으로 협동/배려/공정(4.06), 자기관리능력(4.04), 시민의식(4.04), 진로개발능력(4.03), 환경친화능력(3.95), 책임(감)/소유(3.94), 의사결정능력(3.89), 신뢰/정직/약속(3.88), 자율성(3.86), 글로벌역량(3.55)의 순으로 실행한 것으로 나타났다. 창의․인성 교육을 실행할 때 어려운 점으로, 많은 가정과 교사(64.71%)는 창의․인성 교육을 실행할 수업 자료가 부족한 데 있다고 하였으며, 40.11%의 교사는 창의․인성 교육의 연수 기회가 적은데 있다고 응답하였다. 한편 38.50%의 가정과 교사는 창의․인성 교육에 대한 평가 기준을 설정하거나 평가 도구를 개발하는 것이 어렵다고 응답하였고, 25.67%의 교사는 창의․인성 교육 방법을 모른다고 응답하였다. 창의․인성 교육 실행을 위해서 필요한 지원에 대해서, ‘창의․인성 교육과 관련된 학생들의 체험활동의 확대’(4.34), ‘창의성과 인성을 중시하는 가정과 수업 문화 조성’(4.29), ‘학생 발달 ... The purpose of this study was to identify the stage of concern, the level of use, and the innovation configuration of Home Economics teachers regarding creativity and personality education in Home Economics(HE) classes. The survey questionnaires were sent through mails and e-mails to middle-school HE teachers in the whole country selected by systematic sampling and convenience sampling. Questionnaires of the stages of concern and the levels of use developed by Hall(1987) were used in this study. 187 data were used for the final analysis by using SPSS/window(12.0) program. The results of the study were as following:First, for the stage of concerns of HE teachers on creativity and personality education, the information stage of concerns(85.51) was the one with the highest response rate and the next high in the following order: the management stage of concerns(81.88), the awareness stage of concerns(82.15), the refocusing stage of concerns(68.80), the collaboration stage of concerns(61.97), and the consequence stage of concerns(59.76). Second, the levels of use of HE teachers on creativity and personality education was highest with the mechanical levels(level 3; 21.4%) and the next high in the following order: the orientation levels of use(level 1; 20.9%), the refinement levels(level 5; 17.1%), the non-use levels(level 0; 15.0%), the preparation levels(level 2; 10.2%), the integration levels(level 6; 5.9%), the renewal levels(level 7; 4.8%), the routine levels(level 4; 4.8%). Third, for the innovation configuration of HE teachers on creativity and personality education, more than half of the HE teachers(56.1%) mainly focused on personality education in their HE classes; 31.0% of the HE teachers performed both creativity and personality education; a small number of teachers(6.4%) focused on creativity education; the same number of teachers(6.4%) responded that they do not focus on neither of the two. Examining the level and type of performance HE teachers applied, the average score on the performance of creativity and personality education was 3.76 out of 5.00 and the mean of creativity component was 3.59 and of personality component was 3.94, higher than standard. For the creativity education, openness/sensitivity(3.97) education was performed most and the next most in the following order: problem-solving skill(3.79), curiosity/interest(3.73), critical thinking(3.63), problem-finding skill(3.61), originality(3.57), analogy(3.47), fluency/adaptability(3.46), precision(3.46), imagination(3.37), and focus/sympathy(3.37). For the personality education, the following components were performed in order from most to least: power of execution(4.07), cooperation/consideration/just(4.06), self-management skill(4.04), civic consciousness(4.04), career development ability(4.03), environment adaptability(3.95), responsibility/ownership(3.94), decision making(3.89), trust/honesty/ promise(3.88), autonomy(3.86), and global competency(3.55). Regarding what makes performing creativity and personality education difficult, most HE teachers(64.71%) chose the lack of instructional materials and 40.11% of participants chose the lack of seminar and workshop opportunity. 38.5% chose the difficulty of developing an evaluation criteria or an evaluation tool while 25.67% responded that they do not know any means of performing creativity and personality education. Regarding the better way to support for creativity and personality education, the HE teachers chose in order from most to least: ‘expansion of hands-on activities for students related to education on creativity and personality’(4.34), ‘development of HE classroom culture putting emphasis on creativity and personality’(4.29), ‘a proper curriculum on creativity and personality education that goes along with students’ developmental stages’(4.27), ‘securing enough human resource and number of professors who will conduct creativity and personality education’(4.21), ‘estab...

도덕과교육에서 창의,인성 교육의 의미와 방향

이정렬 ( Jeong Ryeol Lee ) 한국윤리학회 2014 倫理硏究 Vol.99 No.1

창의력 계발과 인성 함양을 위한 전인 교육을 추구하는 것은 교육 그 자체의 내재적 목적이며 학교의 의무이다. 최근 고조되고 있는 창의성에 대한 관심은 단지 경제적 부를 축적하기 위한 도구적 창의성 함양을 넘어 인간 고유의 특성을 발휘할 수 있도록 이끌어야 한다는 교육의 본질적 목적에 대한 요구일 것이다. 본 연구는 한국 교육과정의 역사에서 창의성과 인성이 지속적으로 추구되어 왔다는 것을 확인하고, 2009개정 교육과정을 기반으로 제시된 ‘창의ㆍ인성교육 기본 방안’을 비판적으로 고찰하면서 도덕과교육에서 창의ㆍ인성 교육의 의미와 방향을 제시하였다. 도덕과교육에서 창의ㆍ인성 교육은 창의성과 도덕성의 관계에 따라 ‘도덕적 창의성’과 ‘창의적 도덕성’을 함양하는 것으로 나타난다. 도덕적 창의성과 창의적 도덕성은 개념적으로는 구분될 수 있지만, 실제 도덕과교육내용에서는 중첩되어 제시되며, 인지ㆍ정서ㆍ실천적 측면까지 포함하는 통합적 접근을 요구한다. 도덕과에서 ‘창의ㆍ인성 교육’은 도덕성의 본질적 의미를 실현할 수 있는 방법을 모색하기 위해 열린 사고와 도덕적 탐구 등과 같은 창의적 사고를 발휘할 수 있도록 이끌어야 할 것이다. 또한, ‘창의ㆍ인성’에 영향을 미치는 환경적 요인과 사회문화적 요소를 고려해야 하며, 개인의 창의성뿐만 아니라 집단의 창의성 계발을 위한 교육적 접근이 요구된다. It is the internal goal of education itself and the mission of schools to pursue whole person education for developing creativity and cultivating character. There is more and more emphasis on creativity lately, and it can be interpreted as demand on attaining the basic goal of education to lead students to exhibit their true nature as a human being, not just limited in improving instrumental creativity simply for accumulating wealth. This study has found that in the history of the Korean national curriculum, both creativity and character have been continuously emphasized. And critically considering ‘The Basic Plan for Education for Creativity and Character’ suggested with the 2009 revised national curriculum as its ground, the study has presented the meaning and direction of Education for Creativity and Character in the moral subject education. In the moral subject education, ‘Education for Creativity and Character’ appears as what cultivates ‘moral creativity’ and ‘creative morality’ according to the relationship between creativity and morality. Moral creativity and creative morality can be distinguished conceptually; however, the actual contents of morality education are overlapped, and it requires an integrated approach that can embrace cognitive.affective.practical aspects. ‘Education for creativity and character’ in the moral subject education should lead students to exhibit their creative thinking such as open-ended thinking and moral exploration to seek for ways to actualize the true meaning of morality. Also, it is needed to consider environmental and socio-cultural factors that can influence creativity and character and apply educational approaches suitable for developing not only an individual`s but a we-creativity, too.

'일상적 창의성'(everyday creativity)의 기독교교육적 함의에 대한 고찰

류삼준 한국기독교교육학회 2016 기독교교육논총 Vol.48 No.-

This study aims at discovering the Christian educational implications of ‘everyday creativity’ as a theory of contemporary creativity studies. For this purpose, by reviewing literature and past studies on creativity, the study reveals that ‘everyday creativity’ is a representative term of theories based on the universality and everydayness of creativity–regarding creativity as native to all human beings and maintaining that people need to unfold their creativity in every aspect of their lives. Then, by integrating main theories of several preceding and following scholars who have similar perspectives on creativity to Richards’ ‘everyday creativity’ into the term ‘everyday creativity,’ the study describes some important features of ‘everyday creativity’ as follows: First, ‘everyday creativity’ proposes that creativity is revealed in diverse forms and levels by all humans, not just by special and privileged persons. Second, it focuses on individual potential and lives in terms of the recognition and embodiment of creativity. Third, it values the creative process more than the creative product. Fourth, it regards creativity as an ability closely related to all aspects of life, and particularly with regards to the ordinary lives of people. Fifth, ‘everyday creativity’ assumes that humans are able to grow and develop their lives better through their creativity. Sixth, it claims that creativity can improve all humans’ health and well-being. Seventh, it assumes the connection between creativity and problem finding as well as problem solving. Subsequently, based on the concepts and features of ‘everyday creativity’ discussed previously, the study defines some essential implications for Christian education as follows: First, Christian education needs to consider each participant as a diverse individual. Second, it must acknowledge the development and actualization of creative potential within participants as an important task. Third, it needs to make creativity a persistent theme within lifelong education, not just for childhood education. Fourth, Christian education needs to expand its perspective and scope regarding creativity. Fifth, it needs to value the act of seeking meaning and beauty within the small things of everyday life. Sixth, it should regard creativity as one of the energies for practicing the participants’ faith. In conclusion, the study proposes some important themes necessarily discussed by the following studies for incorporating concepts and features of ‘everyday creativity’ into Christian education in the future, maintaining the necessity of the ‘critical correlational method’ between the psychological theories of ‘everyday creativity’ and Christian education. The first theme is a theological or Christian educational discourse on the publicity of creativity. Second, it is necessary to reflect on the Christian, theological, or religious elements and features in the concept of creativity Third, future studies need to establish Christian education’s own perspectives and theories about the meaning of creativity education, the educability of creativity, and educational methods for creativity education. Finally, the following studies require scrutinizing concrete situations where Christian education occurs, including situations unique to Korea, and finding practical ways to connect ‘everyday creativity’ with specific contexts. 본 연구는 현대 창의성 연구의 한 입장인 ‘일상적 창의성’의 개념과 특징이 기독교교육에 시사하는 바가 무엇인지를 밝히는 것을 목적으로 한다. 이를 위해 본 연구는 우선 창의성 연구의 다양한 문헌들을 고찰하여, 창의성 연구에 있어서 창의성의 보편성 ― 창의성을 모든 인간이 가지고 있는 본성으로 보는 ― 과 창의성의 일상성 ― 인간의 모든 생활의 영역에서 창의성이 발휘될 필요가 있다는 ― 을 주창하는 입장이 있으며, 이러한 입장을 대표하는 용어가 ‘일상적 창의성’임을 밝힌다. 그리고 리차즈를 비롯하여 그의 이전과 이후의 많은 연구자들에 의해 주창되고 보완되어온 유사한 입장을 ‘일상적 창의성’이란 이름으로 종합하여 ‘일상적 창의성’의 주요 특징을 다음과 같이 서술한다. 첫째, ‘일상적 창의성’은 창의성을 특별한 사람의 전유물이 아닌 모든 인간에게서 다양한 형태와 수준으로 나타나는 것으로 본다. 둘째, 창의성의 식별 및 발현에 있어서 개인의 잠재력과 삶에 초점을 맞춘다. 셋째, 창의성과 관련하여 결과보다는 과정에 주목한다. 넷째, 창의성을 삶의 모든 면과 연관된, 특히 평범한 일상생활과 연관된 것으로 본다. 다섯째, 창의성의 향유를 통해 인간이 더 성숙하고 삶이 더 발전할 수 있다고 전제한다. 여섯째, 창의성이 인간의 건강과 안녕에 기여한다고 본다. 일곱째, 창의성을 문제의 해결만이 아닌 문제의 발견과도 관련되는 것으로 간주한다. 이어서 본 연구는 이와 같은 ‘일상적 창의성’의 개념과 특징을 바탕으로 기독교교육의 발전을 위해 다음과 같은 몇 가지 시사점을 제시한다. 첫째, 기독교교육은 모든 교육참여자를 각각의 개인으로 존중할 필요가 있다. 둘째, 교육참여자의 창의적 잠재력의 계발과 실현은 기독교교육의 중요 과제 중 하나이다. 셋째, 창의성은 아동기만이 아닌 인간의 전생애를 통해 교육되어야 한다. 넷째, 기독교교육은 창의성과 관련된 관점 및 연구 범위를 확대할 필요가 있다. 다섯째, 기독교교육에 있어서 삶의 소소한 부분에서도 그 의미와 아름다움을 발견하는 것은 중요하다. 여섯째, 창의성을 신앙적 앎의 실천을 위한 원동력 중 하나로 삼아야 한다. 끝으로, 본 연구는 ‘일상적 창의성’ 이론과 기독교교육학 사이의 ‘비판적 상관관계적’ 연구의 필요성을 전제하면서 앞으로 기독교교육이 ‘일상적 창의성’을 활용함에 있어서 필수적으로 논의되어야 할 후속 연구의 주제 몇 가지를 다음과 같이 제안한다. 첫째, 창의성의 공공성 측면에 대한 신학적 혹은 기독교교육적 논의가 필요하다. 둘째, 창의성의 개념과 관련된 기독교적, 신학적 혹은 종교적 요소에 대한 성찰이 필수적이다. 셋째, 창의성 교육의 의미와, 교육가능성, 그리고 교육방법에 있어서 기독교교육만의 독자적 입장과 이론의 정립이 중요하다. 넷째, 기독교교육의 구체적 현장, 특히 한국의 고유한 상황에 대한 고려를 통한 ‘일상적 창의성’의 실제적 활용 방안에 대한 연구가 필요하다.

대학교양교육에서의 창의성 교육의 방향

이화선(Lee Hwa Sun),최인수(Choe In soo) 한국창의력교육학회 2014 창의력교육연구 Vol.14 No.2

21세기 지식기반사회라는 시대적 변화 속에서 세상의 지식 문명을 선도하던 대학은 중대한 전환기를 맞아 개혁의 움직임이 일어나고 있으며, 그 개혁의 중심에는 창의성 교육이 있다. 이 연구에서는 대학교양교육이 창의적 능력의 함양을 이끌 수 있는 효과적인 교육과정의 역할을 할 수 있다고 보고, 교양교육적 관점에서 창의성 교육의 방향을 정립하는 것에 목적을 둔다. 이를 위해, 첫째 교양교육과 창의성 교육의 개념에 대해 살펴보면서 둘 사이의 관련성을 고찰했으며, 둘째 국내 주요 대학의 창의성 교양교과목의 현황을 살펴보았으며, 셋째 창의성 교양교육과정을 발전시키고자 하는 연구의 취지에 따라 창의성 교양교육의 앞으로의 발전방향에 대해서 논의하였다. 교양교육과 창의성 교육은 예속되는 관계의 것이 아니라 상보적 관계이다. 즉 진정한 의미의 교양교육은 학생들의 창조성을 발휘하도록 이끌 것이며, 창의성 교육은 교양교육의 본질적 목표에 더욱 가까이 갈 수 있도록 해 줄 것이다. 이 연구는 국내 대학의 창의성 교양교육의 현 주소를 파악함과 동시에, 향후 좀 더 바람직한 창의성 교양교육과정을 개발하기 위한 방향성을 제공하는 기초자료로 활용될 수 있을 것이다. In the era of globalisation and knowledge based society, universities which have led knowledge transmission of the world, are facing a crucial turning point for education reformation, and creativity education should be in the centre of the reformation. This study aims to establish the direction of creativity education, from the liberal education's point of view, assuming that liberal education is able to disseminate the goals of creativity education as well. For this objective, this study, firstly, explored the concepts of liberal and creativity education and the relationship between them, and secondly, examined the current state of creativity-related liberal education classes at major domestic universities, and thirdly, discussed the direction of development of creativity-liberal education. Liberal education and creativity education seem to have complementary relationship. In other words, liberal education in its true sense should lead students to actualize their creative potential, and creativity education should help liberal education by providing meta-cognitive skills to grasp more easily the goal of liberal education. By analyzing the creativity classes provided by domestic universities, this study suggest that more classes with various topics covered should be provided for enhancing creative potential of Korean college students.

중학교 1학년 창의·인성 교육을 위한 유리드믹스 음악교육 고찰

김희락 ( Hee-lak Kim ) 한국달크로즈유리드믹스학회 2017 국내학술심포지엄 Vol.2017 No.-

본 연구는 현시대에 필요한 창의·인성교육을 중학교 1학년의 창의·인성교육과 유리드믹스 교육을 접목하여 창의·인성교육면에서 그 가능성을 살펴보고자 하였다. 본 연구를 위한 절차는 다음과 같다. 첫째, 창의·인성교육의 정의에 대해 살펴보았으며 창의·인성교육 및 실제에 대해 알아보았으며, 중학교 1학년의 자유학기제에 대해 구체적으로 알아보고자 배경과 목적, 자유학기제의 운영방법에 대해서도 기술하였다. 둘째, 예술교육의 창의·인성 함양에 대해 접근하고자 먼저 예술교육의 개념과 교육의 중요성과 효과에 대하여 살펴보고, 창의·인성교육 접근에서 예술교육의 창의성과 인성으로 구분하고, 예술교육부분의 음악교육과 창의·인성에 대하여 구분하여 제시하였다. 셋째, 달크로즈 유리드믹스 교육의 창의·인성의 접근을 위해서 유리드믹스 음악교육의 정의와 교육 이론에 대하여 조사하고 음악교육과 유리드믹스 음악교육의 차이점을 정리하였다. 마지막으로, 위에서 살펴본 이론적 기반을 가지고 유리드믹스 음악교육의 창의요소와 인성요소의 연관성에 대해 분석하고 연구해보았다. 본 연구의 내용은 중학교 1학년 창의·인성교육과 유리드믹스 음악교육의 창의·인성교육이 어떻게 접근하고 있는지 고찰하고 논의함으로써 향후 유리드믹스 교육 접근 방향에 대한 시사점을 제시하고자 하며, 유리드믹스 음악교육의 창의·인성교육은 올바른 인성과 도덕적 판단력을 구비한 창의적 인재를 길러내는 본질적인 교육을 위한 대안이 될 수 있을 것이라 사료된다. This study would investigate the potential of creativity-personality education necessary for the present age by integrating creativity-personality education for first-year students of middle school with Eurhythmics education in terms of creativity-personality education. For this purpose, through literature research, this study analyzed art education and Eurhythmics education and prepared a theoretical base, summing up correlations and differences, and finally, reconstructed the relationship of creativity-personality education based on the philosophy and theory of Eurhythmics education. The procedures for this study are summarized as follows. First, this study investigated the definition of creativity-personality education, examined creativity-personality education and practice and described the background and purpose, and the method of the operation of the free-semester system to specifically examine the free-semester system of first-year students of middle school. Second, to approach the development of creativity-personality in art education, this study first investigated the concept of art education and the educational significance and effect, divided them into creativity and personality of art education from the approach of creativity-personality education and divided and suggested music education and creativity-personality in the sector of art education. Third, for an approach to creativity-personality in Dalcroze Eurhythmics education, this study investigated the definition of Eurhythmics music education and education theory and summed up the difference between music education and Eurhythmics music education. Lastly, with the theoretical base examined above, this study analyzed and investigated the correlations between the elements of creativity and the elements of personality in Eurhythmics music education. Currently, Korean adolescents are ranked by cutthroat competition for entrance exams and academic grades, and from their childhood, they never experience any creative activities because of education by memorization, cramming education and standardized education, and as respect and care for other people and community spirit fade due to outcome-driven and individual-driven education and nuclear family, there were negative impacts on students’ emotional and social development. The contents of this study would suggest implications for the future direction of approach to Eurhythmics education by investigating and discussing how creativity-personality education for first-year students of middle school and creativity-personality education in Eurhythmics music education approach. Therefore, it is judged that creativity-personality education in Eurhythmics music education can be an alternative for essential education to cultivate creative people of talent, who have proper personality and moral judgment.