2005년 식품시장 결산 및 2006년 전망 - 장류

안영후,An, Yeong-Hu 한국식품산업협회 2006 좋은식품 Vol.189 No.-

靑少年非行의 實證的 考察 : 그 發生要因 을 中心으로

安榮厚 제주한라대학 1986 論文集 Vol.10 No.-

There is no country in the world where they do not have any Juvenile delinquency as a matter of course, though there may be a little difference of seriousness. It is because the problem comes from the characteristic phenomena of growth process and side effects of the social forms that can be changed suddenly. Thus, in developing countries like Korea, the confusion of value-orientation which is brought about as a phenomenon of the transition period when becward conditions are improved, poverty is transferred to abundance and traditional despotism to modern democratic system, in humanization and mechanization and feeling of loneliness are the major elements that lead the younger generation to that situation. We can say that the Juvenile delinquency almost appeared as the forms of imitation and effected by the socio-cultural surroundings around them, rather than their creative acts. Juvenile inherently have innocent and sound characters, but home and educational role which are to bring them up soundly became weakened, and they are strongly affected by the decadent and unreasonable circumstances, and acts are raised under the situation. But having obeyed adults guidance unconditionally when they were young, they come to see their feet gradually in delinquency when they are adolescent, because of the doubt and conflict that come from the discordance of theory and reality, words and conduct. So, to solve this problem, emerging from materialism and mammonism, new education which can recover humanity and clean socio-cultural circumstances around us should be strengthened. To this end, adults as leaders should step up their leading skills and act disirably. They use to attempt to use the younger generation for the purpose of achieving their goals, but emerging from the passive guidance that has only controlling and taboo.

학력사회화현상 考

안영후 제주간호보건전문대학 2009 論文集-논문집편집위원회 Vol.32 No.-

The purpose of this study is to find theories that can most efficiently explain our country' s so-called credential socialization situation. In this study, several theories are analyzed which have been suggested as the answer for the hot traditional issue of our nation, that is, how to interpret the public education-expansion policy. It can' t be emphasized too much that educational socialization results from expanding a modern country' s public education system. Reviewing the theories thoroughly, some important facts were discovered concerning our present society' s credential socialization trend. They are as follows: First, most of the theories about public education-expansion policy agree that education-preference trends have had a historical relation with the structure of society. Second, the theories have different standards to evaluate credential socialization. Third, in approaching the situation, each theory has its own views which are contrary to the others, on society and education. Fourth, they are separated from one another by their assertions on credential socialization. One emphasizes individuals' desires, another values the structural interactions of the political, economic and cultural sectors, and some others attach the most irnportance to the principle of culture spread. These results suggest that, before discussing our society’s credential socialization, it is necessary to consider certain issues, such as what functions our schools have in education, how individuals evaluate public education in a society and react to its educational problems, how our country' s credential socialization is related to politics, the economy, culture, and globalization, and what importance its relationships have from a historical point of view. If we regard the credential socialization trend as a result of interactive relations among individuals, their social structures, and the global system, further studies on this subject should be focused on what recognition mechanism underlies Koreans' education -preference trends, and on what effects our social conditions have on making the mechanism.

韓國 代案敎育의 正體性 考

安榮厚 濟州漢拏大學論文編輯委員會 2005 論文集-논문집편집위원회 Vol.28 No.-

This study is to research the background of so-called alternative education in Korea, to examine the substantiality of the Korean alternative movement, and to scrutinize its practical meaning. Chapter Ⅱ of this paper proves that a rigid educational system was why alternative education was brought into the Korean education system. Chapter Ⅲ demonstrates that the essence of alternative education is to help people find their human nature and learn how to do something for the community. The korean alternative education movement occurred because there have been many negative aspects of authoritarian method, not only in our society but also in our educational system. What is the solution to recover the essence of education? Is it difficult for students to get original schools back and have true education again? This was the background of the Korean alternative education movement. Alternative education doesn't agree with the old educational principle that all education must be carried out only in classrooms. It overcomes the limits of our current educational system, emphasizing the importance of mental education. It tries to help students to grow into man and wonen fit for the 21st century; not only for students seceding from the educational system, but also for those who want to enjoy true education. Alternative education eventually respects the value of life and coexisence with nature. In addition. alternative education seeks an ideal nature in which students can become the owners of their lives. It also emphasizes the importance of mutual supplemental relationship, where we can enjoy happy and harmonious lives together. Finally it lays more stress on internal values than simple technologies, saying that these values have direct and indirect relations with human life. It is the essence of Korean alternative education

韓末 基督敎의 新敎育活動 考

安榮厚 제주한라대학 1992 論文集 Vol.16 No.-

Contribution of the education that mission schools have influenced on the moderniration of education in korea, are as follows. 1) Mission schools in 1880 gave inpetus to the modernization of education in Korea in the respect of the educational idea and object. The traditional educational of Korea had founden on Confucion thoughts, and it was the only obkect that it seeks individual fortune and has a rise in life. But Mission schools had founded on Christian though, and aimed at the education of man who serves the society and the state. 2) Mission schools contributed to the modernization of education in korea in respect of the curriculum educational lontens Mission schools was the first modern school that sducated with the modern curriculum in Korea. The traditional schools in Korea had educated korean people with the scripture of confucianism and the cbines classics. But mission schools introduced new modern culture of the west, and educated korean students with the modern curriculum that was on nected directly with modern civilization of the west. 3) Misson schools contributed to modernization of education in korea in respect of the school administration and the principle of education. 4) Christianity missionary was pioneer of girl's education in korea. Female protestant missionaries for exanle Mrs. Scranton, Miss Ellers, founded schools for girls for the firest time in korea, Mrs. M. F. Scranton, a methodist missionary, founded Ewha girl school in the year 1886 A. D. as the girl's school for the first time in korea history and Dr. Annie J. Ellers, a female presbyterian missionary, founded chumgsin girl schools in 1887. A.D.

지역 교육과정의 평가 모형의 연구

안영후 한국지방교육경영학회 1998 지방교육경영 Vol.3 No.2

擊蒙要決에서의 栗谷敎育觀考

安塋厚 제주한라대학 1987 論文集 Vol.11 No.-

From the above discussion about Yul-Kok's educational thought, the following conclusion is drawn: The philosophical view point of Yul-Kok is monism based on dualism. According to him, the substance of the universe consists of reason and sensibility, and reason is the cause or the body of the universe. Sensibility is the activity or shape and nature that realize the cause: therefore, it is the appearance of the universe. He regarded the relation of man's mind as the same as the relationship between and sensibility, and excluded the theory of Tae-Keh by pointing out that reason and sensibility cannot occur at the same time. According to his view of the purposes of education, the sage is a standing rule and everyday-studing-truth is the aim of education. So it can be said that his viewpoint is that of education. He explains the outlook of his method of education as the method of seeking after true of things, that is, the mutual relationships among prudent behavior, study and exertion. It seems to me that his thought gives brilliant light to our modern education from which we take life seeking after goodness as our aim.

道德的 人間育成의 課題考

安榮厚 제주한라대학 1994 論文集 Vol.18 No.-

The author argues that moral education is a kind of process to help children devlop rules or principles controlling their conduct and perform accordingly, and that it has three major tasks which include (1) the formation of good moral beliefs, (2) the formation of good habits, and (3) the integration of Character. The concept of character, together with its definition, represents as an inclusive explanatory device what is called the whole person that is conceived to be admittedly vague. Those tasas mentioned above cannot be neatly distinguished from the tasks of non-moral activities, sinse education presupposes a certain type of person desirable by a certain criterion whics implies moral significance. For some Practical Purposes, specific educatuional activities that provide children which an exclusively moral training may be necessitated. In its cognitive aspect, the program should center its function upon the heightening of judgmental capability rather than the mere inculcation of customary morals. Argued have been that custmary morals are conflicting aech other in a concrete problematic situation, and that customary morals are not to be taken as values them-selves worth while to be pursued, but to be valuable methods and sources by which on may be helped in solving the moral problems. That is to say, thy are hypothetical, ideas available for our present moral life.

人間觀 小考

安榮厚 제주한라대학 1984 論文集 Vol.8 No.-

The Purpose of this Paper is to examine teacher's desirable viewpoint of human nature in his work. Firstly, three basic Psychological viewpoint -the behavioristic view, the psychoanalytic viwpoint, and the humanistic viewpoint-of human nature were Surveyed. Secondly, each View's influences in teaching and counseling process were discussed. Behaviorists viewpoint the man as mechanical being run by external environment. Psychoanalysts viewed the man as instinctic being and Conflicting being between "id" and "super ego." Humanistic Viewpoint the manas as Conscious, Creatives and unique being in which has free agents. Synthetic viewpoint of human nature should be Considered more desirable to the teacher than behavioristic viewpoint and Psychoanalytic viewpoint and humanistic viewpoint.

학교장의 수업 지도성 考

안영후 제주간호보건전문대학 2007 論文集-논문집편집위원회 Vol.30 No.-

This study has three objects. First, it examines the leaderships of efficient schools and their principals. Second, the characteristics of instructional leaderships in some effective schools are analyzed. Finally, I try to find out what methods we should develop for a principal as a instructional leader to improve our school education' s quality. Most of the studies on effective schools and a lot of researche on improving school education has pointed out that a schoolmaster’s strong leadership in class is one of the most important factors to make a better school. Many principals admit that class, curriculums, and teachers' expertise are the most necessary conditions for school education, However, they are actually spending most of their time in administrating and managing, such as, school establishments, conflict resolution, external relationships, business management, etc. A principal must reform teaching-learning, the most important technical core in school education, and focus his/her staff‘s efforts on the most essential goal of school. Lastly, it is necessary for a principal to exercise class leadership to make members work with high expectations. Instructional leadership requires human skills to manage students and processes, special knowledge to connect learning with education results, and business ability to realize change and improvement.