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- 저자 : 徐圭善 (검색결과 76 건)
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서규선 서원대학교 교육대학원 2002 교육논총 Vol.6 No.-
The ability to work cooperatively with others contributes directly to the goals of moral education in many schools. Five criteria for effective cooperative learning in moral education are positive interdependence, face-to-face interaction, individual accountability, interpersonal and small group skills, processing. There are many ways to actually structure cooperative group tasks. Students can work with a partner, in small groups, or as a whole class working together. Each group can work independently, and there can be competition among the groups. Students can be tested and graded individually or related to group performance. Leaning together can develop social and cognitive skills. The benefits of cooperative learning in moral education are teaching the value of cooperation, building moral community in the classroom, teaching basic life skills, improving academic achievement, self-esteem, and attitude toward school, offering an solution to conflicts, tempering the negative aspects of competition. Cooperative learning has the potential to make classrooms exciting and productive places where students learn to cooperate and cooperate to learn. Some guidelines to maximize the chances of success and deal with the inevitable problems that occur when people work together are these : explaining that cooperation is an important classroom goal, building the community of moral inquiry, teaching the specific skills needed to cooperate, establishing rules for cooperation, fostering the accountability of every group member to cooperate and contribute, engaging students in continuing reflection on cooperation, assigning complementary rules to group members, matching cooperative learning to the task, mixing cooperative learning strategies. Attachment to groups helps students value other people and feel loyalty to something larges than themselves. Cooperative learning in moral education teaches students that they can do more together than they can alone. Cooperative learning is a vital part of moral education.
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徐圭善 西原大學校 1988 西原大學 論文集 Vol.21 No.-
The relationship between schooling and democracy is central to the debate on many contemporary issues in education. We examine the nature of this relationship and take into account of recent developments in the theory of democracy and current educational controversy. In particular, we consider the relevance of differing interpretations of democracy to the following questions: 1. the defence of selection 2. the extension of private education 3. the function of school as 'an ideological state apparatus' 4. the 'democratisation' in schooling 5. Political education in a democracy Teacher's perception of the social and political environment has an important effect on the nature of their job. By the way. just what models of democracy are appropriate to our society is far from being univerally agreed. But until we are clear about how the word democracy is being used wo can make little progress on questions of how democracy is to be justified or criticised and what role schooling has to play in a democratic Society.
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徐圭善 西原大學校 1986 西原大學 論文集 Vol.18 No.-
The purpose of this paper is to examime Ervin Laszlo's world system model, to elucidate the nature of its strategy for the future, and to evaluate the means and the ends. Development in complex systems proceeds by building hierarchical sequences of levels of stability, each endowed with its own dynamics and regulatory potentials. The next level to be reached in human societal development is that of the world system. It has already been reached in the functional area which normally motivate change and act as the mainspring of evolution. However, our societal technics of dealing with the global level of organization lag behind. Due to the Application of nation-state-centered provincial ideas and technics, the growth of the functional trends goes unchecked and threatens to unbalance the system, depressing the chances and conditions of human life. In order to maintain an optimum carrying capacity for humanity on the globe, supranational societal technics have to be evolved to effectively stabilize functional growth trends at the optimum level defined by our technological capacity to manage our environment. Failure to do so will incur increasing stresses and could trigger any one of a number of different catastrophes. Ervin Laszlo attempts at exploring the potentials of the systems approacch to the study of world order. Particularly, he attempts at discovering the norms for a desirable world order suggested by a consistent application of systems principles to global conditions. He characterize each of the three phases of the strategy for the future. The first phase is the era of world system consciousness, the second the era of multilevel decision-making, and the third the era of global homeostasis. The optimum long-term world system model foresees a world order where human needs are adequately satisfied. The greatest number of persons find the highest levels of satisfaction, thanks to the equitable distribution of resources that represent the necessary conditions for fulfillment of the hierarchy of human needs. Such distribution is achieved with the minimum of coercion and the highest humanly attainable degree of voluntary cooperation between individuals and groups. This is the route to paradise on earth. There is no assurance that it will be take. We can merely point to its possibility. But the road beyond a world authority to regulate the trends which presently threaten humanity on this planet cannot be realistically forecast. Perhaps we should rest content with the abstract possibility of a humanistic continuation, and strive for the more immediate objectives which conduce toward an acceptable and stable world order.
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서규선 서원대학교 교육대학원 1997 교육논총 Vol.1 No.-
This paper attempts to outline the systems view of moral education and ethics education in Korea. They advocate the use of systems thinking, seek to construct a meta discipline, and try to design new systems of moral education and ethics education. It is argued that a systems view of moral education and etics education is based on the systems view of man, society, ethics, and unification. Finally, this paper argues for the strong possibility that the moral education and ethics education within a systems framework might eventually close the gap between moral theory and everyday life.
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