뒤르껭의 集合性敎育의 本質

金淳彦 한국교육학회 대구·경북지회 1990 교육학논총 Vol.9 No.-

This study represents an attempt to investigate the intrinsic nature of Durkheim's collectivity theory and education regarding relationship between sociology and education, to point out the collectiviety-educational implications of his position and present some suggestions. The conclusion of this study is summarized as following: The collectivity is the good, of moral value superior to the individuality, and is communal relationships of morality by interactions among individuals. The individuals are compelled to the collective authority and are dependent on and contributive to the collectivity. The real value of the collectivity is that social facts can deal with things and can accomplish the social solidarity with the creative synthesis and amelioration of a society. The collectivity can bring up the child as a social being, join him in the moral community, and keep off the phenomena of 'anomie'. The collectivity-education is a sort of the common education and is suggested as the following, for the roles of schools and students. Schools should assist the students in developing an understanding of the importance of cooperation in a complex-industrial society and help the students bring up as an individual of morality by menans of planning a system of active disciplines for building a moral society. Schools should help the students, regardless of the economic background, have an equal chance to take part in the programs of good competition in the school, cultivate the spirit of human respect and science in order to carry out the collective activity best, and schools should bring up the student as a social being by accomplishing the interaction between students and teacters and educate them to contribute for the reconstruction of their country.

Durkheim의 3가지 選擇된 社會學的 理論과 道德敎育

金淳彦 한국교육학회 대구·경북지회 1991 교육학논총 Vol.10 No.-

This study represents an attempt to determine the position of E´mile Durkheim regarding the relationship between three sociological theories and moral education, to point out the educational implications of his position. Durkheim exhibits explicit statements on his conception of morality and treats it like assumptions of human nature dualism, positivist-objectivism and occupational corporation which are dependent upon a unitary conception of the true of human nature. He has offered conceptions of good, desirable, and right on the one hand, and evil, undesirable, and wrong on the other. Durkheim relys upon the social reality for the defence of his moral and educational stances. He traats terms like morality and education as observable phenomena, and accords them precise definitions. His morality and education are developed into the fact that formation of actual systems is human behavior. He emphasizes the influence of society upon individuals. Owing to his particular conception of society, his insistence upon individual obedience to social rules depends upon the bases that it is beneficial for the individual. Durkheim is confident that a secular morality which partakes the rationality of science can be developed and educational systems are failing to develop a secular morality. He views the school and education as servents of society and envisions no reconstructive roles for them. Durkheim's three sociological theories and moral education are aimed at harmonizing a society creatively and establishing moral(welfare) state in educating members of occupational corporations as moral beings who are able to carry out their works willingly and equally without any conflict in their working-place.

社會發達 側面에서 본 民主奬學의 原理에 關한 硏究

金淳彦 경북대학교 교육대학원 1983 논문집 Vol.15 No.-

Since J.Dewey founded Laboratory School in Chicago on 1896, those schools in America emphasizing anti-traditionalism, progressivism, experimentation and children's freedom, continue their educational laboratory research. Early laboratory schools emphasized as the following: ·Application of learner's and scientific studies in educational objectives to education ·Principles of learner's activities, needs and living in Curriculum-making ·Subject-centered activities, learner's activities, and subject-learner's activities in planning practices. The objective of supervision is to broaden the scope of insight of both teachers and learners, to arouse a desire for improving instruction on the part of teachers, to participate jointly in planning and running school programs taking responsibilities for it, to obtain good achievement results and finally to promote the quality of education. Therefore a democratic supervision requires that we should set up the aim of learning by principle in a philosophic, democratic, scientific and co-operative way and find the improvements by analyzing and evaluating the achievement results and furthermore establish a co-operative human relationship emphasized rather upon a group than upon an individual. Supervision is supposed to effectuate a good learning out-put only when supervisors endeavor in a democratic way as co-workers to help teachers improve their teaching methods and build up their leadership. Moreover transferring the initiative of supervision from the limited personnel to all the teachers enables to maximize creative faculty which operates as motive powers for betterment, and teachers will acquire the ability to solve facing supervisional problems, the sense of responsibility and the teaching competence when they are matured with a scientific way of thinking. We can also reach the goal of supervision which is accordant with a democratic principle by solving problems co-operatively with community people. Therefore the principle of democratic supervision can be itemized as follows: 1) Supervision should be democratic. 2) Supervision holds it its aim to improve instruction. 3) Supervision should be co-operative. 4) Supervision should be scientific. Such a democratic, creative, co-operative, scientific supervisional principle will be really useful and serviceable when it contributes to bettering the teaching-learning method. Hereby, I suggest a guideline for supervisional guidance as follows: 1) Supervision should be conducted in a democratic way and especially in case of field guidance it should be done in accordance with a Korean way of life and thought. 2) Supervision should be helpful for developing teachers' potential ability with a view to producing a teaching-learning which puts stress on creativity. 3) The process of supervision should be co-operative and it should emphasize on the establishment of mutually-respecting human relationship. 4) Supervision should be conducted in a scientific way on the basis of materials and it should be done very flexibly in solving specific problems concerning regional situations or teachers' personal aspects.

開途國의 人口成長과 敎育計劃 : 學齡人口를 中心으로 In the Center of the School-age Population

李潤樹,金淳彦 경북대학교 1983 새마을 硏究論叢 Vol.3 No.-

The problem of population is a matter not in future but today. The advanced nations show only 0.8 percent in the low growth rate of population due to the high level of their lives and the ladies' advanced position, not directly concerned in the government, whereas the developing countries are considered difficult to succeed in the problem of population without practicing the strong will of government leaders, the financial punishment to many Children's family, the ladies' advanced position, the consistent population education in a primary school, a secondary school, and a college, and setting up the curriculum of population in a college of education and teachers' college. It is really required to set up valuable views of the nation on and world at from school-age pupils through the education of population, and it is also really important for them to understand the basic principle of eugenics in conformity to physiological process. I conclude that the population growth of educationally less advanced countries and the tendency of the school-age population will be how to operate on a plan of educational development. 1. The educationally less advanced countries have high birth rates and a much larger proportion of their population in the school-age groups. This unfavourable age-structure delays the plan of educational development and constitutes a formidable barrier to the early attainable quality of education. 2. The quality of education throughout most of the developing world leaves a great deal to be desired, and improvements in quality are being hampered by the drive to broaden the coverage of education, so the government should invest a lot of educational expenditure in raising P.T.Rs to he level of educationally advanced countries. 3. The growth-rate of the school-age population in developing countries indicates that it will be relaxed in the 1980s. The decline of the birth rate will lessen the eduational costs necessary to attain defined educational goals in a given period, and contribute towards the advance of educational quality. 4. The expansion of higher educational institutions will solve a problem of the continuous increase in labor population and gain the average level of an academic career. 5. Among the factors of increasing educational expenditures in developing countries, the factor of population growth is highly placed and only the decline in the birth rate will accomplish the highly educational quality of the school-age population. 6. The educational system will have an influence on the advance of educational quality in accordance with the growth of population and the increase in enrollment rates, and have necessity of an educational system for the elite-school-age population. 7. It is feared that the short-term plan of education will miss the implication of population trends, and the long-term plan of education is essential in reflecting the role of population, occurring in a problem for changing the plan of population and it can influence future population trends by incorporating population and family life education into the school curriculum and adult education activities.

Durkheim의 Anomie와 道德敎育

金潤樹,金淳彦 경북대학교 1992 논문집 Vol.24 No.-

This study represents an attempt to explain the position of E´mile Durkheim regarding the study of the relationship between anomie and moral education. Durkheim's anomie was a mataphor for a radical attack on the dominant institution and value of industrial society. He assumed a transcendental conception and the value of moral constraint and was interested in problems of the maintenance of order and communal moral bias. Anomie criticizes traditional economic liberation of the middle classes which could be called naturalistic transcendentalism. Anomie is basically a utopian concept of the political right, but alienation is a utopian concept of the radical left. Durkheim's definition of anomie rested on utopian descriptions of essentially the same social discontent and the history of this concept has been a history not of the emergence of value-free concept but of the transformation of values. Durkheim's diagnosis of modern society involves a position of macro-anomie and follows the assumptions tied to his communally moral biased concept of anomie. Durkheim is confident that a secular morality which partakes the rationality of science can be developed and educational systems are failing to develop a secular morality. He views the school and education as servents of society. Durkheim's anomie and moral education are aimed at harmonizing a society creatively and establishing moral state in educating members of occupational corporations as moral beings who are able to carry out their works willingly and equally without any conflict in their working-place.

學級集團에서의 自律性 指導

李潤樹,金淳彦,金德七 慶北大學校 師範大學 1984 敎育硏究誌 Vol.26 No.-

We can use the concept of autonomy in various cases and autonomy means the independent behavior in the free stand as well as without participating the other person in his behavior. Kant referred autonomy to overcoming his desirability and behaving under the rule of practical reason being transcendent of all experiences. There are many factors not only accelerating but reversely checking the developmdnt of autonomy in or around the classroom. We can rationally lead autonomy in a class group as understanding autonomy and morality based on the joint consciousness and cooperative spirit. Autonomy is the principle of morality. In effect, morality consists in realizing impersonal and general ends, independent of the person and his particular interests. As a result, insofar as we are only moved by reason, we act morally and with full autonomy because we simply follow the law of our reasoning nature. Autonomy is able to require the unreal needs in the light of class mates' ability and readiness or Appear in a state of frustration, so a teacher should set up warm and kind relationships with his pupils in order to aspire their self-confidence and state proudly their critical opinions. Autonomy will, therefore, gradually grow up according to their receptive attitudes. In advance, the guidance in a class group is based on autonomy and morality and should be changed from heteronomy to autonomy. So learning-activity should be established on the mutual plans between a teacher and pupils, being cast off from a teacher's center-plan. For that reason, participating positively in autonomous learning, the learners themselves are able to develop actively learning activities and enhance more the efficiency for the guidance of a group autonomy.

Durkheim과 Mannheim의 知識社會學과 敎育

李潤樹,金淳彦 경북대학교 교육대학원 1990 논문집 Vol.22 No.-

This study represents an attempt to investigate a comparison on a sociology of knowledge and education between the positions taken by the two theorists and present some suggestions to pursuit our school education. The differences between the two theorists on sociology of knowledge are over the methodology for the study of social reality. Durkheim considers that social facts are to be investigated and explained in the same way as facts in the natural order. Mannheim considers that the meaning of social phenomena can not be justly stated in terms of causal connections. In the view of understanding the relationship of thought and action, Durkheim is against taking account of individual motives in the explanation of social reality, but Mannheim is for attending to individual psychology in his thought. The interpretation which each gives to the nature of group and its relation to the individual attempts the same kind of synthesis between social realism and nominalism except relativism. Over the role of the school in society, Durkheim attempts to explain that the goals which the school ought to pursue are those which express the social reality and the school system should never promote and ideal of the active role in transforming society. So his educational theory seems consistent with the position he takes in the sociology of knowledge. Mannheim understands that the school ought to do in relation to social change. The ideas and values of the reconstruction of society being determined by the complex patterns of forces in society are perceived and formulated by a concrete group, the intelligentsia. So his educational theory seems consistent with the rightful position to reconstruct the planned society through democracy.