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오기형 연세대학교 신과대학 1954 신학논단 Vol.2 No.-
1881년 2월 2일 북미합중국 메인주 포-트랜드, 윌리스톤 조합교회에서 Frances E. Clark 박사의 지도하에 51명의 젊은이들이 그리스도 안에서 자라는데 힘을 합하여 교회를 섬기는 일에 힘쓰기로 서약하였습니다. 그 후 세계 각국에서 이 운동을 참가한 젊은이들의 수는 무려 2천여만이라고 합니다. 청년지도에 관한 수 많은 저서를 쓴 Ruth Strong 박사가 그의 저서 “중등학교와 대학교에서의 학생활동”이라는 책에 면려회는 미국의 젊은이들의 조직가운데서 회원이 가장 많은 것 셋중의 하나이라고 말하였습니다.
敎育의 基本 構造 : 敎育 發展 硏究 (EDP)의 立場에서
吳基亨 연세대학교 인문과학연구소 1974 人文科學 Vol.32 No.-
This is a summary presentation of diagramatic models of basic structure of education developed by the Education Development Project (E D P) of the Institute of Education Research, Yonsei University. The models are designed to serve as the conceptual framework contributing to the overall understanding of education and to the formulation of comprehensive strategy of educational development. EDP conceives education as structural. Education conceived as having structural nature has several features. Firstly, education is an integrated whole composed of elements in terms of classification, internal values and external relationships which are unique in education. Education is specified into three dimensions―functions, modes and processes―which are integrated into education as a whole with unique interrelationships. In the dimension of processes, education is specified into identification of subject, goal-setting, program-planning, resources-provosion, systems development and evaluation and improvement. They are intergrated into process of education as a whole with their unique interrelationships. In the dimension of modes of education, education is specified into school education, out-of-school education and latent educational function in and out of school. They are further specified into intended and non-intended and formal and nonformal program. They are integrated into mode of education as a whole with their unique interrelationships. In the functional dimension, education is specified into performance function, facilitation function and creative function. They are integrated into function of education as a whole with their unique interrelationships. Secondly, education is transformational. Education takes place in a given society which is specific and concrete in terms of time, space and culture. While the surface structure of education changes according to the changes of social conditions through tranformation, the deep structure of education remains unchanged. Thirdly, education has feed-back mechanism. Education signals fitness and unfitness of surface structure of education in the actual components, their classifications and their internal nature and external relationships. The models have served as conceptural framework of EDP since its formulation in the early stage. The conceptual models were developed into practical models which have been tried out in pioneering schools throughout Korea for the past nine years. And the models have been proved valid and feasible.