교육경험에 대한 가다머의 해석학적 분석

정연재 ( Yeon Jae Jeong ) 한국교육철학회 2013 교육철학 Vol.51 No.-

This article attempts to define and categorize educational experience as a model for enhancing of fundamental learning ability and problem-solving competence at General Education. More specifically, this study calls in question the legitimacy and utility of hermenetical approach of educational experience. Thus it has attempted to clarifying the essential feature of philosophical hermeneutics as source of reciprocal education and good education practice. This study is organized as follows. The first section clarifies the nature of philosophical hermeneutics and its relevance to educational experience. Especially educational experience is characterized by interrealatedness and interplay between learner and teacher. The second section deals with Socratic dialogue and Gadamer`s dialectical hermeneutics. Socratic dialectic is an art of questioning. But it consists not in a method, technique of making up questions rather in remaining open so that questions can still occur to answerer and questioner alike. In socratic dialogue Gadamer discerns that questioning is an necessary condition for educational experience. The learning question is a necessary condition of educational experience. Learning process does not issue some ready-made or finalized product that is designed and manufactured by teacher. Genuine guestions are distinguished from pedagogical and rhetorical questions. The third section deals with hermeneutical anaysis of educational experience. Educational experience is always hermeneutical experience. For example, the interchange of learning in educational situation is an interchange of interpretation. It is a dialectical give and take between one interpretation and another. Then final section summarizes the importance of this study of philosophical hermeneutics as source of good educational practice.

교육적 경험의 의미: 오우크쇼트와 듀이의 관점

고영준 ( Young Jun Ko ) 한국교육철학학회(구 교육철학회) 2012 교육철학연구 Vol.34 No.1

이 글의 목적은 오우크쇼트와 듀이의 경험이론을 비교함으로써 그들의 경험이론이 가지고 있는 교육적 함의를 좀 더 분명히 드러내는 데에 있다. 서양의 지적 전통에서 오우크쇼트와 듀이는 공통적으로 자신의 경험이론을 교육에 적용함으로써 교육의 개념을 해명하려고 했던 대표적 교육사상가라고 말할 수 있다. 특히, 그들은 경험의 개념에 비추어 지식의 성격 문제를 고찰하고, 다시 그 고찰에 비추어 지식이 교육에서 어떤 위치를 차지하는가를 검토했다는 점에서 공통점이 있다. 또한 그들은 그러한 고찰에서 각기 독특하면서도 일관된 관점, 이를테면 경험에 관한 ``정태적 관점``과 ``동태적 관점``을 제시함으로써 교육적 경험의 의미와 성격에 관한 이해의 폭을 넓혔다고 말할 수 있다. 나아가서, 교육의 관점에서 보면, 그들의 경험이론에는 ``종합``의 가능성이 들어 있으며, 이 점에 주목할 때 그들이 제시하는 교육적 경험의 의미는 새롭게 조명될 수 있다. 그런 만큼, 그들의 경험이론을 고찰하는 것, 특히 그들의 공통점과 차이에 주목하는 것은, 그들 각각의 교육이론을 이해하는 일뿐만 아니라 교육적 경험 자체를 이해하는 일에도 중요한 시사점을 제공할 것이다. The purpose of this study is to show up the educational implications of M. Oakeshott`s and J. Dewey`s experience theory in making a comparison between them. In the western intellectual tradition, Oakesthott and Dewey can be regarded as representative educational thinkers tried to elucidate the concept of education in their own experience theories. Especially, the common feature between them is to inquire into the nature of knowledge in light of the concept of concrete experience and thereby find the right place of knowledge in education. Moreover, their theories resulted in broaden understanding on nature of educational experience. That is, in Oakshott`s view knowledge is the modified experience in which philosophical experience as a self-knowing activity is latent, whereas in Dewey`s view it is the result of reflective thinking on primary experience. And, in the former, the core of educational experience is a philosophical experience which can revive the concreteness and life of the modified experiences and convert them to diverse and unique voices, so-called ``subject-matters``, in a conversation of ``education``. Whereas, in the latter, the core is the process of constant growth of experience by a qualitative thinking which can reconstruct ``an experience`` by focusing the quality of primary experience in the border line of abstract knowledges. Futhermore, their views on educational experience have a possibility of synthesis. In a word, educational experience encompasses the philosophical and the qualitative together. It is a constantly growing harmony of the diverse and unique voices which leads the learner to his or her real self. So, from their views, we can show up the implications as follows: in a word, this world is the world of education. It is never other things but the world of educational experience, the only real thing that we have to comprehend and contemplate. And it is the human achievements that are not to be imparted without learner`s own intellectual endeavors in interaction with other selves, teachers. Personal learner`s self-conscious growth cannot be possible without understanding on the achievements, because they are not the mere accumulation of inert information but the genuine resource that enriches and clarifies meanings of self and thereby makes the learner realize his or her own self.

유니버설디자인 가상 체험관 디자인 개발에 관한 연구

임민택,조성웅,이주형,임진이 한국공간디자인학회 2022 한국공간디자인학회논문집 Vol.17 No.8

(Background and Purpose) Currently, society is facing a change in social paradigm, emphasizing pluralistic values rather than presentative unitary values, and one in which minorities can be respected. Universal Design (UD), design for everyone, is a necessary and sufficient design philosophy and methodology in accordance with pluralistic values. In this study, we planned a UD virtual experience center for basic UD education and attempted to conduct research on its design methodology. To this end, it aimed to raise awareness of the value through effective UD education and to consider the expansion of operations and exchanges by evaluating online experience centers in various ways after analyzing the influence and effectiveness of online education as a substitute for offline education. (Method) First, the study reviewed previous studies on online education and experience centers for the composition of UD virtual experience centers and examined their effects. Second, it classified the cases of various virtual experience centers and organized the characteristics and advantages of each case. Based on this, the main planning directions for the virtual experience center and the derived design elements were summarized. Third, it proceeded with the outline of content composition, theater scenarios, a VR theater, the composition of the UD experience center, character design, and the production of UD mini-games to build scenarios and frames for the UD virtual experience center. Since it is an online education and experience center, it included entertainment elements, such as VR techniques and games, for the users to proceed with education without losing interest. (Results) We organized content with both information and interest by providing an installation-free platform that users of UD experience centers can access easily and quickly. It set the direction of the virtual experience center to function as professional education by linking it with related professional education in the process of delivering UD information. This allowed educational users to experience UD-applied spaces at 360° VR. They can experience UD in various situations through the characters they play, so that it naturally increases their understanding of UD and ensures that education has been effectively made while playing at the experience center. A mini-game was added to arouse users' interest, and the content in the game was also produced based on the UD application guidelines to provide education. (Conclusions) Conducting UD education at a virtual experience center positively stimulates cognition and behavior, and it will be possible for users to explore educational content on their own through the extension of personal social media. It is hoped that attentive social culture will be settled through the UD Virtual Experience Center.

초등학생의 안전체험관 활동에서 가상현실을 활용한 융합적 학습이 교육효과성에 미치는 영향

정희형(Chung, Hee Hyoung) 한국전시산업융합연구원 2021 한국과학예술융합학회 Vol.39 No.4

본 연구는 가상현실이 안전체험관 융합교육에 있어 어떠한 효과가 있는지 초등학생을 대상으로 그 효과성을 분석하였다. 가상현실은 안전체험관 활동에서 체험자의 주도적인 관찰과 조작 활동을 통해 학습 몰입과 흥미 및 만족도로 이어진다. 이는 자연스럽게 학습이 이루어진다는 점에서 융합적인 교육 효과성에 도움을 준다. 이에 본 연구는 안전체험활동에서 가상현실의 교육 효과성을 파악하고 나아가야 하는 방향을 제시하고자 한다. 실증 분석 결과를 바탕으로 연구 결과 및 내용은 다음과 같다. 첫째, 가상현실이 안전체험관 활동에서 체험관 관람횟수에 따른 학습 몰입은 낮게 나타났고 체험관 관람횟수에 따른 흥미와 만족도는 높게 나타났다. 이를 통해 체험관 관람 횟수에 따른 학습몰입의 교육효과성은 낮은 것으로 확인하였고 흥미와 만족도의 교육적 효과성은 높아지는 것을 확인하였다. 둘째, 가상현실의 체험 여부에 따른 학습 몰입, 흥미 와 만족도는 높게 나타났고 이를 통해 교육적 효과성이 높아지는 것을 확인하였다. 셋째, 안전체험관 활동 선호도에 따른 학습 몰입, 흥미와 만족도는 높게 나타났고 이를 통해 교육적 효과성이 높아지는 것을 확인하였다. 넷째, 과거 가상현실 체험 여부에 따른 학습 몰입은 높게 나타났고 교육적 효과성이 높아지는 것을 확인하였다. 그러나 흥미와 만족도는 낮게 확인되어 이를 통해 교육적 효과성은 떨어지는 것으로 나타났다. 이러한 연구결과를 바탕으로 가상현실이 안전체험활동 유형에 따라 융합교육의 효과성을 높일 수 있을 것으로 기대한다. This study analyzed the effectiveness of virtual reality(VR) in convergence education of safety experience centers for elementary school students. People experience VR activities in the Safety Experience Center, leading to learner engagement, interest, and satisfaction through learner-led observation and operational activities. This increases the effectiveness of convergence education in that learning takes place naturally. Therefore, this study aims to identify the educational effectiveness of virtual reality in safety experience activities and suggest directions for moving forward. Based on the empirical analysis results, the research results and contents are as follows: First, the learner engagement was low in the safety experience center activities according to the number of visits to the experience center; on the other hand, the interest and satisfaction according to the number of visits to the experience center were high. Thus, the result confirms that the educational effectiveness of learning engagement according to the number of visits to the experience center is low, and the educational effectiveness of interest and satisfaction increases. Second, the learner engagement, interest, and satisfaction for those who experienced virtual reality were high, confirming that the VR experience increases the effectiveness of education. Third, the learner engagement, interest, and satisfaction were high according to the experience center’s preferred activities, which confirms that the effectiveness of education is increased. Fourth, the study confirmed that the learner engagement was high according to the past experience of VR, and the effectiveness of education increased. However, interest and satisfaction were low, indicating that the effectiveness of education was poor. Based on these research results, it is expected that virtual reality can increase the effectiveness of convergence education according to the type of safety experience activity.

듀이의 교육적 경험 재검토: 교육적 경험 분석을 위한 예비적 고찰

이정인 한국교육철학학회 2019 교육철학연구 Vol.41 No.4

This paper aims to provide a theoretical framework to understand the educative experience which, I assume, leads to qualitative changes in one’s life. To this end, I critically examine John Dewey’s theory on educative experience in his texts as a stepping stone for my study. In Experience and Education, pointing out that educative experience contains the concept of growth, Dewey offers two criteria to grasp educative experience: a principle of continuity and of interaction. However, his definition of growth is too broad as well as the two principles play at best a negative role to discern normal experience and incomplete one, not normal one and educative one. In Art as Experience, Dewey mentions an experience in his terminology, which has completeness, concreteness, and continuity as its traits, is deeply related to emotion. Nevertheless, it is still unclear that an experience can be identified with educative experience because he does not explain how an experience is related to educational key concepts such as growth, teacher-student relationships, schools, so on. In this regard, I suggest four ways to develop a theoretical approach of educative experience by making up for weak points of Dewey’s theory. First, educative experience can be understood as twofold aspects, that is, forming experience that gives a basis of growth and leaping experience that causes growth immediately. Second, in order to capture specific features of educative experience, it needs to start from an educational state of affairs that already happened. Third, as the authentic growth of a student is likely to be different from what a teacher believes for the student, clues for the growth should be discovered from personal statements of the student who has been matured from the experience. Lastly, even though our ultimate purpose is to improve education in an institutional sense, our primary concern needs to be extended to a whole field of life in order to appreciate the overall qualities of educative experience. 이 논문의 목적은 개인의 질적인 변화를 이끄는 경험을 ‘교육적 경험’이라고 규정하고 이를 탐구하기 위한 이론적인 틀을 제시하는 것이다. 이를 위하여 연구자는 듀이의 교육적 경험에 대한 서술들을 비판적으로 검토하며 연구의 발판을 마련한다. ꡔ경험과 교육ꡕ에서 듀이는 교육적 경험이 성장의 개념을 포함하고 있다고 언급하며 교육적 경험을 파악하는 두 준거로 계속성의 원리와 상호작용의 원리를 제시하지만, 그가 정의하는 성장의 개념이 매우 넓고 두 원리가 교육적 경험의 특성을 구체적으로 드러내지 못한다는 점에서 한계가 있다. ꡔ경험으로서 예술ꡕ에서 하나의 경험으로서 경험은 완결성․실제성․연속성을 지니고 정서와 깊은 관련을 맺는다고 서술되지만, 하나의 경험이 교육의 주요 개념들과 어떻게 연결되는지가 불명확하여 이를 교육적 경험과 동일시할 수 있는지에 대한 문제가 남아 있다. 듀이의 교육적 경험에 대한 이론이 가지는 약점을 보완하기 위하여 연구자는 네 가지 방안을 제시하였다. 첫째, 교육적 경험은 성장을 일으키는 도약적 경험과 성장의 바탕이 되는 형성적 경험으로 구분될 수 있다. 둘째, 교육적 경험의 뚜렷한 준거를 파악하는 것은 이미 벌어진 교육적 경험의 사태에서 출발해야 한다. 셋째, 학생의 성장과 교사가 생각하는 학생의 성장은 엄연히 구분되며, 성장의 진정한 요인은 성숙한 당사자의 교육적 경험에 대한 진술에서 발견될 수 있다. 넷째, 학교 안에서의 교육이 최종적인 관심사라고 하더라도 교육적 경험의 특징을 종합적으로 파악하기 위해서는 연구의 범위를 일차적으로 삶 전체로 확장할 필요가 있다.

유아교육기관에서의 숲체험교육에 대한 교사의 인식

이명환 한국생태유아교육학회 2011 생태유아교육연구 Vol.10 No.1

The purpose of the study is to explore the necessity and demand for forest experience education of which early childhood education teachers take cognizance, to survey the practice of forest experience education, and to examine the requisite and controversial issues raised in the process of forest experience education. The data analysis for the study was carried out through frequency analysis, percentage, and x² analysis. The result of the study shows that all of the teachers, demonstrated a strong preference for the necessity of forest experience education. The survey of the practice of forest experience education proves that more teachers executed forest experience education. The survey on the practice of forest experience education proves that more than the average number of teachers implemented this type of education. The priority of their motive showed their concern for the necessity of forest experience education. And the reason of being on duty in the institutions offering such an educational opportunity proved to be the subsequent motive. In terms of teachers' cognitive level related to the reasons for the implementation of the forest experience education, most common response was about children's emotional stability in nature. The ensuing one was about helping children think and explore freely, followed by the reason of a favorable influence upon the development of children's intelligence and sensibility. Concerning the requisites for forest experience education, many respondents chose the development and diffusion of educational programs about forest experience education, the increase of training opportunities for forest experience education, the reinforcement education to change parental consciousness, and the kindergarten chief's and teachers' volition and beliefs in forest experience education. 본 연구는 유아교육기관의 교사가 인식하는 숲체험교육에 대한 필요성과 숲체험교육에 대한 실태조사, 숲체험교육을 실천하기 위해 선행되어야 할 요건 등 적용시의 문제점에 대해 알아보고자 하였다. 그 결과 숲체험교육의 필요성에 대해 교사 모두 선호도가 높은 것으로 나타났다. 숲체험교육의 실태조사결과 숲체험교육을 실시하고 있는 교사가 더 많았으며, 그 동기는 숲체험교육에 대한 관심과 필요성을 느껴서, 숲체험교육을 하고 있는 기관에 근무하게 되어서 순으로 나타났다. 숲체험교육을 실시하는 이유에 대한 인식 정도를 보면 자연 속에서 정서적 안정감을 가질 수 있으므로, 자유롭게 탐구하고 생각할 수 있도록 돕기 때문에, 지능발달과 더불어 감성발달에 많은 영향을 미치므로 순으로 나타났다. 숲체험교육을 실천하기 위해 선행되어야 할 요건으로 숲체험교육 프로그램의 개발 및 보급, 숲체험교육에 대한 연수기회의 확대, 학부모의 인식전환을 위한 부모교육의 강화, 숲체험교육에 대한 원장 및 교사의 신념과 의지로 제시되었다.

하화자(下化者)의 교육활동이 상구자(上求者)의 교육적체험에 갖는 교육적 의미

백애정(Baek Ae Jeong) 한국미술교육학회 2015 美術敎育論叢 Vol.29 No.3

본 연구의 목적은 일반적인 판화기법에서 벗어난 판화기법을 응용한 확장적 표현수업과정에서 경험한 교육적 체험을 상구자 관점에서 ‘하화자의 교육활동이 갖는 교육적 의미를 탐색’하는 데 있다. 이를 위해 Ⅱ장에서는 비고츠키의 근접발달영역(ZPD; zone of proximal development)과 비계설정(scaffolding)의 의미를 살펴봄으로써 비계설정이 매개상구의 과정 또는 하화자의 하화교육에서 유념해야할 교육적 지점을 짚어 본다. Ⅲ장에서는 상구자의 관점에서 ‘하화자의 비계설정이 상구자의 체험구조로 내면화하는 과정’을 시간과 체험의 양태에 따라 1. 탐색의 과정, 2. 놀이의 과정, 3.재구성의 과정, 4. 거리두기의 과정으로 구분하여 각 단계에서 교육이 이루어지는 지점에 대한 의미를 추출하고 정리하였다. Ⅳ장의 결언에서는 Ⅱ장과 Ⅲ장을 토대로 하화자의 교육활동이 갖는 교육적 의미를 상구자의 교육적 체험의 관점에서 살펴보았다. 이러한 시도는 ‘교육을 받는다는 것’과 ‘교육을 하는 것의 의미’사이에서 ‘교육의 주체자는 누구인가에 대한 인식’을 확고히 할 수 있을 것이다. 궁극적으로 하화자의 비계설정은 상구자의 교육적 의지에 의해 교육적 환경으로 포섭될 때 유의미하게 작용하여 교육적 체험을 돕게 된다는 점과 더불어 배움의 주체인 상구자는 ‘교육받는 인간’의 모습이 아니라 ‘교육하는 인간’의 모습임을 드러내고자 하였다. This study aims to explore the educational meaning of descenders’ educational activities from an ascender’s point of view through educational experiences they have during the process of expanded expression class with printmaking techniques applied, different from ordinary printmaking techniques. Thus, Chapter Ⅱ investigates scaffolding on the process of mediation ascending or educational points that descenders should keep in mind for descending education, by examining Vygotsky’s ZPD (Zone of Proximal Development) and the meaning of scaffolding. In Chapter Ⅲ, ‘the process of descenders’ scaffolding establishment become internalized into an ascenders’ experience structure’ from an ascender’s point of view, and this chapter divides this process into (1) a process of exploration, (2) a process of play, (3) a process of reconstruction and (4) a process of keeping distance in the aspects of time and experience and extracted and arranged the meaning of each educational point in every stage. Based on Chapter Ⅱ and Chapter Ⅲ, Chapter Ⅳ examines the educational meaning of descenders’ educational activities from a viewpoint of ascenders’ educational experiences. Through such an attempt, an awareness of who is the educational subject between the meaning of being educated and the meaning of educating. Ultimately, this study attempted to reveal that when descenders’ scaffolding establishment is involved in the educational environment by ascenders’ educational wills, it functions significantly, further helping them have more educational experience, and as a subject of learning, ascenders have an appearance of humans educating, not an appearance of humans being educated.

숲체험활동의 교육적 효과

강영식(Young-Sik Kang),김정겸(Joeng-Kyoum Kim) 한국산학기술학회 2019 한국산학기술학회논문지 Vol.20 No.5

본 연구는 자녀의 숲체험 활동에 따른 학부모의 인식이 교육적 효과에 미치는 영향력을 밝히는데 목적을 갖고 실증 분석하였는데 그 결과를 보면 다음과 같다. 첫째, 숲체험 운영활동에 관한 부모의 인식에 따른 교육효과의 차이에 있어 숲체험 교육에 참여한 기간에 따라 교육효과는 유의한 결과를 나타냈고, 숲체험을 지원하는 교사의 수가 적절하다고 생각하는지 부모의 인식에 따른 교육효과도 유의한 것으로 나타났다. 둘째, 현어린이집이 미세먼지가 많은 날과 날씨가 안좋은 날을 제외하고 매일 숲체험에 참여에대해 적당하다고 생각하는지에 따라 교육효과는 유의하게 나타났고, 숲체험 장소에 따라 교육효과의 차이도 유의한 것으로 나타났다. 셋째, 하루동안 숲체험 활동하는 시간에 따른 교육효과도 유의한 것으로 나타났다. 넷째, 숲체험 활동에 관한 부모의 인식에 따른 소통의 차이에 유의한 차이가 있음을 나타냈다. 이상의 결과를 종합해보면 유아의 숲체험 활동 전반에 대한 부모의 인식에 따라서 교육효과와 소통에 차이가 있음을 의미하며, 이는 실외야외활동에 따른 인솔 교사의 수와 미세먼지에 따른 날씨와의 연관성 및 숲체험 장소와 교육소요시간 등에서 교육적 효과에 따른 인식의 차이가 다름은 이들의 공통된 관심사항으로 유아들의 안전한 교육활동과 연관되어 있음을 시사한 것으로 평가할 수 있다. This study is empirically intended to look into the effects of parents’ perception of their children’s forest experience activities on educational effectiveness. The results were as follows. First, parents’ perception of forest experience operation activities had a significant effect on educational effectiveness according to the period of participation in forest experience education. And their perception of the appropriate number of teachers to support forest experience had a significant effect on educational effectiveness. Second, parents’ perception - which it is appropriate for the current daycare centers to participate in forest experience every day except a day with a lot of fine dust and a day with bad weather- had a significant effect on educational effectiveness. And their perception of appropriate forest experience places had a significant effect on educational effectiveness. Third, parents’ perception of appropriate time in the day for forest experience activities had a significant effect on educational effectiveness. Fourth, parents’ perception of their children’s forest experience activities had a significant effect on communication. As for the above-stated findings, there was a significant difference in educational effectiveness and communication according to parents’ perception of their children’s overall forest experience activities. Consequently, there is the differences in their perception of educational effectiveness in the number of teachers in charge due to outdoor activities, the relationship with weather due to fine dust, forest experience places, education time, etc, indicating that these common concerns are related to the safe educational activities of children.

듀이의 유아교육사상의 기독교적 조명

정희영 한국기독교교육학회 2008 기독교교육논총 Vol.17 No.-

Dewey's educational thought has great effect on not only America but also all around the world, The effectiveness of it is on a par with Korea. It is emphasized the education by practical experience in accordance with his thought in Korea, the Korean educated by his thought has had very practical thinking. Dewey's educational thought has especially effect on early childhood education in Korea, thus, the curricular for young children of 1969, 1992 were made by Dewey's educational thought. Like this, Dewey's educational thought has huge effect on the education of Korea and the importance of his educational theory was recognized by people who are related to education. Dewey's educational philosophy, however, is based on atheism and puts down roots in humanism. Christian teachers accept Dewey's thought without any critique, thus, the constitution of the curricular based on God's sovereign authority and the education of children are disturbed. Therefore, it is necessary to criticize it in a Christian perspective. A Christian perspective can be possible then teachers and scholars have a Christian world view, this can be the foundation for Christian early childhood education. In this thesis the characteristics of anti-Christianity about Dewey's educational thought were founded through a Christian perspective and a Christian world view were emphasized, thus, the philosophical foundation for Christian early childhood education were presented. For these, the background of Dewey's educational thought for young children were described, Dewey's educational thought for young children were dealt with, and a Christian perspective on Dewey's educational thought were discussed. A Christian perspectives on Dewey's thought as conclusion are as follows: first, Dewey asserts that it is needed to change for the reconstruction of experience and the change is the essential of reality. Therefore, Dewey trusts that education means change. The denial of the absolute being puts down roots in the other side of the assertion of Dewey which reality is to change. However, the reality and the truth in this world are not changeable and there are unchangeable nature in the nature of human beings such as pleasure, sorrow, love and gladness. According to Dewey, a human being is a organism, is changed by experience and an human being is a being who finds the possibility for other change through other experience. The ultimate goal of a human being is the satisfaction by the experience of a human being. However, the ultimate goal of a human being is toward to God. Third, Dewey argues that the thinking of a human being can be possible by real experience. A human being, but, can know truth by not only experience but also wisdom given by God. 듀이(Dewey)의 교육사상은 미국에서뿐만 아니라 전 세계에서 그 영향력이 대단하여 우 리나라에도 영향을 미쳤으며, 특히 유아교육에도 영향을 미쳐 실제 경험을 통한 교육이 강 조되었다. 그러나 듀이의 교육철학은 무신론에 근거하고 있으며 인본주의에 그 뿌리를 두고 있다. 이러한 듀이 사상을 기독교인 교사들이 무비판적으로 수용함으로 인해 하나님의 존재 와 하나님의 주권사상을 기초로 유아교육과정을 구성하는 일과 유아를 가르치는 일이 방해 받고 있다. 그러므로 이에 대한 기독교적인 시각에서의 비판이 요구되고 기독교적인 시각은 기독교 세계관이 있을 때 가능하며 이것은 기독교 유아교육을 위한 초석이 된다. 따라서 이 논문에서는 듀이 교육사상의 기독교적 조망을 통해 듀이 교육사상의 비 기독교 적인 성격을 파악하고 기독교적 세계관의 중요성을 강조함으로써 기독교 유아교육을 위한 철 학적 기초의 한 부분을 제시하였다. 이를 위해 듀이의 유아교육사상의 배경을 살펴보고, 듀 이의 유아교육사상을 알아본 후, 듀이의 유아교육사상을 기독교적으로 조망해 보았다.

유치도뇨관 삽입 가정간호대상자 가족의 유치도뇨관 관리에 관한 지식, 교육요구 및 교육경험

김정순,이상주,강인순,Kim, Jung-Soon,Lee, Sang-Ju,Kang, In-Soon 한국가정간호학회 2005 가정간호학회지 Vol.12 No.1

Purpose: This study was a predicative survey to provide home care clients with indwelling urinary catheters for furnishing basic educational material to their families by analyzing the family members' knowledge, educational needs and educational experience about indwelling catheter management. Method : The subjects consisted of 108 family members who cared for home care clients with indwelling catheters. Data were collected by home care nurses in nine hospitals in Pusan, who directly interviewed with them through questionnaires from Sep. 6th to 30th in 2004. The questionnaires for data collection were developed through pre-survey and reference review. The collected data was analyzed by using frequency, percentile, mean, variation, t-test, ANOVA on SPSS 10.1 package. Results : There were characters of home care clients with indwelling catheters: women(67.6%) were more than men; the average age of them was $69.60{\pm}14.99$ years old; neurogenic and cerebrovascular diseases(80.0%) were the most common disease group; 81.5% of them were totally dependent on others in terms of level of activity. Home care clients' families had these characters: women(76.9%) were more than men; the average age was $54.5{\pm}13.70$ years old; 46.3% of them were parents or sons or daughters in terms of relation with patient; tl1e average care period was $39.8{pm}34.20$ months. Level of knowledge about indwelling catheter management of the family members were 69.8% and its mean were $20.24{\pm}4.53$. Educational needs were 90.9% and its mean were $14.55{\pm}3.56$. Educational experience were 53.3% and its mean were $8.53{\pm}4.30$. 'Complications in using an indwelling catheter', 'Symptoms to call for a home care nurse' and 'Method to attach an indwelling catheter' were high ranked in both educational needs and educational experience. 'Anatomy of urinary tract', 'Functions of urinary tract' and 'Catheter placement' were low ranked in both educational needs and educational experience Level of knowledge about indwelling catheter management of the families showed a significant difference according to their age(F=5.35, p=0.01). Educational needs showed a significant difference according to care period(F=3.06, p=0.04). Conclusion: the family members' level of knowledge and educational experience about indwelling catheter management and their educational were not sufficient while their educational needs were high. In other words although the family members were acknowledged education needs, but the care for the patients with indwelling catheter weren't performed well because of their lack of related knowledge. Therefore systematic educational programs about indwelling catheter management for home care clients and their families should be made on the base of this study.