게슈탈트 相談에 관한 理論的 接近

고명규 濟州大學校 學生生活硏究所 1996 學生生活硏究 Vol.17 No.-

統合된 性格의 特性에 관한 一考察 : 構造論的 觀點에서

高明奎 濟州大學校 學生生活硏究所 1999 學生生活硏究 Vol.20 No.-

A healthy man is condoled by his intergrated personality. Despite the agreement upon this fact, those who study personality do not agree on how to unify various psychological elements whice dynamically interact personality. Thus, my study objective is to analyze and consider the main personality integration theorise, and to pick up the common characteristics of an integrated personality. This study focuces on the different integration theorise about the psychological structure of personality as developed by Freud, Berne, Lewin, Allport, Baldwin, Lecky, etc. The common views shared in this studies upon the structural characteristics of on integrated personality will be presented in depth, and are summarized as follows: 1. An integrated personality has a center which unifies all the characteristics, attitudes, behaviors, etc. 2. An integrated personality is a balance between the physiological, affective function and the cognitive function; that is, a relative congruence. 3. An integrated personality has a structure which economically uses the personality energy. 4. An integrated personality preserves ego identity within itself. 5. An integtated personality is a structure which strongly holds centralism.

건강한 인간의 욕구의 구조적 특성에 관한 연구

고명규 濟州大學校 學生生活硏究所 2003 學生生活硏究 Vol.24 No.-

The purpose of this study is to suggest educational implication of children and student's desirable growth and development with analysis of structural characteristics about healthy man's growth need. The educational implication is as below: 1) The function of education is to complete and keep organic relationship between deficiency need and growth need. 2) Ideal model centered on growth need is self-realizer. 3) Freedom and responsibility is of importance in the view of man centered on growth need. 4) Person-centered counseling style is shaped by the view of man centered on growth need. 5) The view of man centered on growth need is the relationship between I and you, not I-It relationship. 6) The view of learning motive centered on growth need is intrinsic learning. It's guiding strategy focuses on learner's interest and intelligence.

健康한 自我의 特質에 관한 硏究

고명규 제주대학교 상담.봉사센터 2002 學生生活硏究 Vol.23 No.-

The study is intended to analyze the types of self-alienation and reveal the characteristics of healthy-self. The healthy-self consists of the structural characteristics of conscious function of the self and dynamic characteristics of the integrative one. First, the structural characteristics is made up of self-reception ability and self-objectification ability. The one is classified into three sub-abilities; (1)the lack of over self-awareness, (2)the optimistic view of life, (3)a reception of other mans. The other is divided into three concrete abilities; (1)a proper emotional tensions, (2)an just recognition of self-reality, (3)a strong sense of self-trust. Second, the dynamic characteristics is composed of strong spiritual power and mental state of high tension. Each has structural elements as below. The former for(1)a steady search for one goal, (2)a clear expression of individuality, (3)a consistent life-principle, the latter for (1)an obvious self-identity, (2)an objective judgement, (3)a positive willingness to praction. In short, the healthy self can be characterized with two kind of functions. It maintains ever-strong state of high tension to keep the self-energy from the in outer pressure while evaluating and accepting the true-self. In result, self-indentity can be kept and an intrinsic tendency to self-realization very accelerated with the intensive willingness and enough energy for self-improvement.

發達과 敎育의 相互作用에 관한 硏究

高明奎 제주대학교 1983 논문집 Vol.16 No.2

The aim of this study is: (1) to consider the concepts of developmental functions, developmental stages, factors, tasks, and acceleration phenomena to gain an understanding of general human development. (2) to find a method that can promote human development to enhance the closer reciprocal relationship between education and development. The contents to accomplish these aims are as follow. A. Category of the human development: 1) Education is the business whose object is to promote the development of the growing child, therefore one must first understand the process of human development. Development is not simple change but quantitative and qualitative change and positive advances adapted to situation of life. 2) Heredity and Environment are the two basic factors governing human development. Human development is the product of the continuous interaction between biological predisposition and environmental experience. 3) Human developmental stage may be divided into many methods in accordance with developmental characteristics and point of views: (Ⅰ) It can be divided into a series of five stages by general developmental quality. (Ⅱ) Erikson has proposed a series of eight stages to characterize the development of ego as human effective mental function from the cradle to the grave. (Ⅲ) Piaget has devised a series of four human developmental stages centering around cognitive development. 4) A developmental task is a task which arises at or about a certain period in the life of the individual, successful achievement of which leads to his happiness and to success with later tasks; while failure leads to unhappiness in the individual, disapproval by the society, and difficulty with later tasks. Havighurst describes the contents of developmental tasks that must be mastered at various stages of life. 5) In order to guide and further the development of adolescents, it is necessary to observe with sensitivity the acceleration phenomenon of their development. But there is a problem with guidance because this acceleration phenomenon of development does not happen throughout the development of the adolescents. B. Relation between development and education: 1) There are three representative views in the relation between education and development: One is that they are independent, second that identical, and third is one of interaction. But these three opinions have independent meaning but they have problems. 2) Therefore the important point is that the relationship is interactive and on going. This concrete method of interaction requires mutually situation between education and development : (Ⅰ) In order to enforce education effectively, the developmental readiness of child and youth, spontaneous concept must be considered. (Ⅱ) The educational methods to promote development may be exampled the zone of proximal development, methods of intrinsic motivation. how to learn, and heuristics. In conclusion, improved methods considering the close interaction between education and development make a great contribution to the objective of school education for promoting a desirable development of children and adolescents.

신입생 실태조사 (1971학년도)

고명규,강병찬 제주대학 학생지도연구소 1971 학생지도 Vol.1 No.-

해상물건 운송계약상 부지약관의 유효성

고명규 한국산업경제학회 1999 산업경제연구 Vol.12 No.6

FRANKL의 意味療法에 관한 一考察

高明奎 濟州大學校 學生生活硏究所 1995 學生生活硏究 Vol.16 No.-

韓ㆍ日間 個性發達의 敎育에 관한 比較 硏究 : 學級社會를 中心으로 Centering on classroom

高明奎 제주대학교 1985 논문집 Vol.20 No.2

The objective of this study is to investigate the attitude, method and system of education in Korea and Japan, and to make comparisons Its purpose is also to explore new deucational plans for the betterment and reformation of Korean schooling Comparising the education system of Korea with that of Japan, I classified common features and points of difference The results are as follows. 1) Common features. (1) Single (non-multiple) classes which consist of same-graded students (2) The two countries favor heterogeneous class grouping but act against homogeneous class grouping. (3) Extracurricular activities are organized in curriculum in order to make students well-rounded (4) Counsellors and homeroom teachers share the role of guiding individuals (5) The teacher becomes a model of all that a good student should be The teacher s altitude has an important effect on the development of students' social attitude and behaviour (6) The teacher encourages students to develop their potential abilities by guiding his students (7) The teacher gives each student an opportunity to take a formal role which is necessary to conduct an orderly class (8) Using various leadership techniques and haying a friendly relationship with students, the teaches selects proper teaching methods which can make students well-rounded 2) Points of Difference (1) A Korean class consists of sixty students, but a Japanese class consists of only forty students (2) Japan uses the departmental system in primary school but Korea uses it from secondary school (3) Japan widely uses Buzz-learning and team-teaching methods (4) Korea organizes the Curriculum into two parts , school curriculum and extracurricular activities But Japan organizes the curriculum into three part ; school curriculum, moral education and extracurricular activities. (5) Japan has two kinds of classrooms , one for schooling, another for extracurricular activities. (6) Korean moral education lays special emphasis on anti-communist education (7) Japan offers students special lessons for moral education during extracurricular activities (8) Japan especially emphasizes counselling and guidance against juvenile deliquency As the result of comparing today's education of Korea with that of Japan, some ideas to solve the educational problems of Korea are as follows , 1) Classes should be organized with consideration of student's ability and preference 2) We need additional financial support in order to build more schools and classrooms to alleviate overcrowding. 3) Beginning from primary school, we should use the departmental system as we do in secondary school. 4) In order to strengthen student's learning motivation and to increase teacher's professional activities, we need to reform the course of study 5) In order to practice flexible learning activities, and a well-rounded education, we need to construct many kinds of special classrooms and laboratories 6) In order to make a well-rounded person, we need to have more special lectures for moral education and various kinds of extracurricular activities and the rooms for conducting such classes. 7) The school counselling-room needs financial and administrative support in order to fulfil its proper function Due to the increase of juvenile deliquency, we need a new educational policy to make all teachers counsellors. 8) In Korea, we need to give a proper example to the student in order to improve his behaviour 9) Recognizing each student as a competent individual, we should guide him according to his abilities 10) The homeroom teacher should encourage his students to develop a good personality by offering each student equal opportunities to participate in the class 11) The teacher's flexible leadership and Insight should help the student become a well-rounded person. Consequently, We can observe the necessity for improvement in various spheres. The Korean education system nerds changing. Therefore, in order to reform and innovate the educational system,we need the cooperation of present teachers, as well as the financial and administrative support by the government.

靑年期의 不適應과 그 指導方案

高明奎 제주대학교 1984 논문집 Vol.18 No.2

The main purpose of this study is: 1) to make a comprehensive survey of the nature of adjustment and maladjustment to the environment. 2) to seek for the method to modify adolescent's problem-behaviors. The contents to achieve those aims are as follows; 1) Adjustment refers to a harmonious relationship between the person and his environment; Maladjustment mentions a disharmony between the individual and his environment. But the criterion of these adjustment and maladjustment is largely defined by the rules and standards of society which the person lives in. 2) We find out the typical maladjusted behavior of adolescents; a) academic underachievement. b) social isolation and conflict. c) anti-social behavior. d) self-abasement and self-display. e) negative attitude. f) expression of violent emotion. g) anxiety-neuroses. 3) We consider that social and psychological factors bring them to maladjusted behavior of adolescents. Psychological factors include; a) an anxiety and unstability of transitional pericd. b) an uncomplete and inferiority feeling as a marginal man. c) a sensitivity of self-consciousness. d) a lack of meditation on psychology of human beings. Social factors include; a) confusion and crisis of the traditional value. b) a weakness of home functions. c) a variety of vocational world. d) a superficial relation among the other man. e) competitions, frustrations, and conflicts with social change. 4) The methods of reforming adolescent maladjusted behavior adopt the general modifying principle and the behavior therapy. The former includes; a) promoting physical health. b) establishing a human relationship with his age group. c) having an opportunity to speak his problems. d) having a correct understanding of himself and others. e) providing him with a suitable task for his ability. f) maintaining a balance between a work and play. g) cultivating a social skill and insight. h) taking a sound view of life. i) diverting his instinct into a desirable social culture. j) building and maintaining a self-concept. The latter includes: a) reinforcement therapy. b) reciprocal inhibition therapy c) negative' practice. d) aversion therapy. In conclusion, considering one's life, adolescents should need to modify their behaviors in order to add to their store of knowledge and to have a large experience in golden time of life.