인간자원개발의 이론과 실제에 관한 소고

손태근(Tae Kun Sohn) 한국직업교육학회 1982 職業 敎育 硏究 Vol.1 No.1

건국대학교(建國大學校) 교양교육과정(敎養敎育課程)의 분석(分析) 및 개혁(改革)

손태근 ( Tae Kun Sohn ) 건국대학교 교육연구소 1985 교사와 교육(구 교육논집) Vol.9 No.-

Complex problems have been raised in the recent years on the general education curriculum through out colleges and universities in Korea. The Kon-Kuk University is not the one that is exceptional to this circumstance. Therefore, the primary purpose of this study is to analyze the content of the Kon-Kuk University general education curriculum and to seek out an innovative measure to be suggested to the university authority. For the process of the study, first, the major problems were sought out in order to define a desirable purpose. Thereafter, a brief direction of the study has been noted. In the theoretical review, a historical development and background of the general education concept were observed. Then, the change and analysis of content of the Kon-Kok University general education have been studied. Finally, based upon these results a series of innovative measure have been found. The major findings from the study were disclosed as follows: 1) Course subjects in the Kon-Kuk University general education curriculum generally proved that they were partial, isolated, and independent from each other. 2) Course contents in the general education curriculum were generally-more conceptual, imaginary, and presumable in understanding the realistic situation. 3) Today`s concept of general education curriculum still seemed to be following the conventional liberal arts curriculum that is aimed to educate a few elite leaders under the traditional society. 4) Understanding linkage between old and new societies has hardly been established through this curriculum. Therefore, it would be hard for a student to transcend the two contradictory societies. So, the presently prevailing curriculum is more prone to a liberal arts education. 4) Scientific differentiation of a philosophy in the general education curriculum is still a sign of dream, rather the philosophy has a problem making itself known realistically because it is more idealistic and metaphysical in nature. 6) Through the presently prevailing general education curriculum, it may be promoting rather than reducing the modern crisis of human mentality. The disclosure of above findings may confirm that the general education curriculum of the Kon-Kuk University is not preferable to prepare student. 1) to become an integrated whole man in the modern life; 2) to equip for a cultured man in the developing society; 3) to overcome a mentally dangerous man in the modern society and to equip for an enlightened intellectual; 4) to equip for a new type of educated commoner in an advanced democracy; 5) to keep up with the progressive differentiation of the concept of philosophy and to contribute for the development of science and technology; lastly 6) to be able to disseminate the education into the grass roots of all common citizens in the nation. Based upon these above findings and the proof of some propositions, several important points of innovative measure are suggested in the following order: 1. It is suggested that a part of required courses such as Korean language, English language, and second foriegn languages should either be improved or be newly developed courses according to the concept of core-integrated subjects. 2. The conventional subject of "the concept of philosophy" as a required course in the general education curriculum should be innovated such as to "a philosophy of the life of man" that could be coreintegrated one which is aimed to the academic discovery of human life. 3. The conventional subject of "the concept of natural science which had been dropped previously must be included with an innovated subject such as "the nature and man." 4) A part of elective courses among the general education curriculum should either be improved or newly developed courses following the concept of core-integrated subjects. 5. Courses of general education curriculum should evenly be distributed for students based on the principle of prerequisite system through out the freshman, sophomore, junior, and senior years. 6. Teaching members presently responsible for the general education curriculum subjects should gradually be appointed as permanent faculty members who will be ensured to achieve the integrated ideal and objective of the general education curriculum. 7. It is suggested that the Kon-Kuk University must have a concept and definition of the general education curriculum and must establish a fundamental position of it also. 8. It is also suggestod that the Kon-Kuk University must precisely describe the significance, organization and operation regarding the general education curriculum in the by-laws of the university academic affairs. These descriptions should be relevantly integrated with the university`s founding ideal and objective that have special characteristics to the university. 9) The General Education Innovating Committee should study and workout curriculum subjects which are not repeating or duplicating contents of secondary school curriculum subjects. It should also study and workout the general education curriculum subjects for the graduats level program. 10) Finally, it is also suggested that the Kon-Kuk University must establish a firm policy that could set the foundation for handling a positive administrative and financial support to the innovating efforts of the general education curriculum.

문화적(文化的) 경향(傾向)과 사회적(社會的) 요청(要請)에 의(依)한 대학교육과정결정(大學敎育課程決定)에 관(關)한 연구(硏究)

손태근 ( Tae Kun Sohn ) 건국대학교 교육연구소 1982 교사와 교육(구 교육논집) Vol.6 No.-

大學 敎育課程의 內容과 開發은 文化的 傾向과 한 社會의 要請에 밀접한 관계가 있다고 추정하여, 本 論文은 大學敎育課程 開發의 價値性과 必要性을 결정하는 몇가지 文化的 및 社會的 要因들을 연구하는 데 力點을 두었다. 타바는 그의 일곱 가지 段階의 敎育課程 計劃에서 敎育課程 內容은 社會와 文化的 現實들과 補助가 맞아야 된다고 論及했다. 이런 觀點에서 敎育課程 內容을 일반적으로 살펴보면 대략 다음과 같은 哲學的 質問들의 順序로 이루어지는 것을 認知할 수 있다. 첫째, 누가 敎育이 되어야 하느냐, 둘째, 學習者 集團들에게 어떠한 敎育的 經驗을 제공하여야 하느냐, 세째, 현재 大學들은 그전만큼 좋으냐, 네째, 어떻게 하면 個體的인 學習者들의 要求를 충족할 수 있느냐, 다섯째, 學習經驗들을 제공하는데 있어서 學校는 지나친 점들이나 혹은 가야 할 지점까지 갔느냐, 그리고 여섯째는 努力만큼 敎育課程을 改善할 價値가 있느냐는 것이다. 本 硏究의 槪念的인 準據로서 筆者는 베나볼의 大學 敎育課程을 開發하는 데 考慮되는 다음의 네 가지 基本的인 要素들을 사용하였다. 1) 學習者, 2) 課題, 3) 學習過程, 4) 敎育機關이다. 本 論文의 內容은 대개 처음에 文化 · 社會 · 敎育과 敎育課程의 用語들을 定義하고 다음에 韓國 · 美國 · 나이제리아와 브라질 4개국의 적절한 敎育課程을 결정하는 文化的 傾向과 社會的 要求들을 敎育課程開發의 네 가지 本質的인 要素들로 준거하여 비교 · 검토하였다. 다음은 위의 4개국에 대해서 몇가지 敎育課程 模型들을 소개하고, 또한 첨가해서 大學院 專門敎育에 영향을 줄 수 있는 敎育 모델을 소개 · 논의하고 世界敎育을 추구하는 博士學位 過程 硏究生을 위한 하나의 敎育過程 模型도 다루어 보았다. 本 論文을 통한 硏究의 結果, 筆者는 敎育過程開發과 變化는 확실히 文化的 傾向과 社會의 要請에 의하여 결정된다는 것을 觀察할 수 있었다. 네 나라를 비교해 볼 때, 美國에 있어서는 敎育課程이 文化的 그리고 社會的 必要性에 근거하여 발전하고 변화한 것을 분명히 볼 수 있었다. 그외 다른 세 나라에서도 일반적으로는 같은 證據들을 보이고 있으나 아직 이들의 고등교육 敎育課程의 修正과 變化는 傳統性에 속박되어 있는 경향이 많고, 發展過程에 있어서도 體制性이 마약하고 또한 그 速度도 매우 완만한 것을 認知할 수 있었다. 그러나 이들 3개국은 또한 共通的으로 각기의 特殊性을 보여 주었다.

敎科敎育論 科目의 連繫性 開發에 關한 硏究

孫泰根 건국대학교 교육대학원 1986 敎育論叢 Vol.6 No.-

As the secondary school curriculum develops for the teacher education program in the college of education in Korea, the importance and necessity of a series of courses related to major discipline education have been greatly emphasized during the recent years. It is generally known that there are three major areas of curriculum for the teacher education program in the college if education namely, 1) general education area, 2) education science (teacher education) area, and 3) major discipline education area. However, since the emphasis has been on the broad-field and core-integrated curriculum the critical need for this concept is demanded by the teacher education program in Korea, particularly for the practical integration between the area of education science and the area of major discipline education. This integrated subject of study is recently called "the education course for major subject area" in the major discipline education. Due to the developmental circumstance of teacher education curriculum in the college of education, the education course for subject area could divided into two courses ; one is the course on theory of subject discipline education, and other is the course on study of subject discipline text materials and teaching methods. So far, there has not been a particular study on the development of articulations for these courses. Therefore, the primary purpose of this study was attempted on the development of course articulation for contents of theory of subject discipline education. For the research and development of the study, numerous research reports and published literature nationally as well as internationally have been search and analyzed. Based on these searches and analyses, the sequential development of course content for the theory of major discipline education have been possible as following : 1) Determination and organization for secondary school curriculum. 2) Theoretical background for curriculum. 4) Goals for curriculum. 5) Analysis of new curriculum for secondary school. 6) Organization and evaluation fir the curriculum implementation. Also, this study was attempted to articulate the sequential relationship between the course of theory of major discipline education and the course of major discipline text materials and teaching methods. Finally, two suggestions were made as a result of this study : 1) The research and development of course materials and preparation of professional faculty members relating to this course for the theory of major discipline education are in critical need for teacher education program. 2) Simultaneously, constant and continuous accumulation of results on the creative research and development for integrating efforts for teaching contents is demanding, particularly between the area of education science and the area of major discipline education such as the department of English language education major, department of mathematics major, or department music major, etc...

韓國人의 精神文化와 敎育學的 理解

孫泰根 건국대학교 교육대학원 1983 敎育論叢 Vol.3 No.-

女性의 繼續敎育에 관한 硏究

孫泰根 건국대학교 1988 새마을연구논문집 Vol.7 No.-

As the study on the women education is becomming in creasingly important and necessary in this country, an initial study is attempted to ascertain the general condition regarding continuing education for women as a port of adult education program. Therefore, the objection of this study is to delineate 1) goals, 2) patterns of sponsorship 3) program development 4) finance 5) clientele and promotion and 6) resources concerning the continuing education for women. The followings are brief findings for the above areas indicated: 1) The goals of confining education for women have tended to be broad and on focused when the trend in adult education is toward specificity of goals. The wide range of goals includes: strenthening society's view of what women can achieve improving the abilities and competencies of women so they can embark upon second careers, or move from the home into the community, or move from the community to business and industry ; rebuilding women's self-image and self·conference so they are not underutilized ; helping women to resolve the questions of personal identity and changing life patterns ; educating man and the general community about changes in women's status, abilities and expectations and in dictating ways in which these changes affect men and their enterprises. 2) Patterns of sponsorship have been found as follows: A few colleges and universities have tried special arrangements integrating women into the regular campus program. Junior & community colleges, in the past specializing in two years vocational training for specific occupations such as nursing, now have expanded to counseling courses, family related and leberal arts activitie's and to credit courses to prepare women for transfer to a four-years college or university. The public adult schools, in addition to scheduling in the evening subjects of traditional interest to women, have untended their "day" to overtime classes designed to meet many of the goals described above. In a few local communities, several institutions pool their recources to cosponsor broad educational programs for women. 3) There have been discovered that many educational institution's have sizable departments responsible for planning and administration, others rely upon one person to initiate and implement special programs for women. 4) Sufficient funds to cover the costs of all desirable activities of continuing education for women are usually not budgeted by me sponsoring institution. Most programs conducted by university extension decisions are partially or wholly self-supporting by fees from participants. 5) In special programs for women, enrollees come from every educational, occupational, socio-cultural and economic background. Most program developers are interested in reaching as widely as possible into community and this find the process of expanding their clientele a continuing operation. 6) Many institutions have requested assistance from the women's bureau of government. This bureau is the major government agency consistently interested in the needs and interests of women of all kinds-not just those who work or who are members of disadvantaged groups, but also those in voluntary associations and in continuing education.

家族生活 敎育에 관한 硏究

孫泰根 건국대학교 교육대학원 1989 敎育論叢 Vol.11 No.-

As a major part of adult component, the education for family life plays very significant role in modern industrial society. One way to assess the needs and problems of the field is to look at the conditions in society affecting it, Technological advances Daue come so rapidly and have been of such important that the twentieth century family has found itself surrounded by change. What at the turn of the century was Science fiction is now reality. Man has visited outer space, has transplanted vital organs in the human body has split the atom and has inuaded the priuacy of the fetus in the continues of the uterus. There has always been change, but now there is a difference in the amount and rapidity of it. The objective of this study is to ascertain initially 1) definitions and terminology of the education for family life, to find out 2) research and practice, 3) methods and resources, and in conclusion to locate 4) problems and issues relating to the education for family life The following are some findings for the above specified areas indicated: 1)It was discovered that the definition for the family life education was very broad in scope. In essence the totality of the meaning of the term family life education is the basic for much of the difficulty in implementing functional programs at any level-classroom, community, state or national. Because the overall definition is comprehensive, it should be used that way. A system could be developed where the broad term family life education is stated followed by the specific topics to be concentrated on, if that be the case. Such a practice might prevent confusion. For example, "Family life education: sex education; family life education: parent education” would show the relationship between the broad and the specific areas. 2)It was found that through the years effort has been put into developing content, sharpening focus and building theory in the area of home and family life. As yet research on family life education is limited. However, in that special aspects covered under the boarder definition of the field, there is much research. The problem is one of locating the research and seeing where there is an adequate amount and where there are gaps. Also, the quality of the research is often less than adequate. Useful approaches and instruments. need to be developed. Theoretical fram works should be constructed and more family life educators ought to be trained to conduct and interpret research. 3)It was uncovered that mass media, counseling and group discussion as the three basic methods in parent education. Mass media includes he use of all printed material and radio and television. While relatively little use is made of radio and television in family life education, extensive use is made of printed materials. Group discussion has been a major method in parent education since the beginning of the movement. The difficulty of collecting attendance data on informal groups makes it impossible to accurately gauge the extent this method is used. A great deal of family life education transpires through counseling. The parent's relation with the clergyman, the pediatrician. and the general practioner, the pediatric and public health nurse, and of course. the Kindergarten and elementary school teacher, have provided natural settings in which parental questions regarding the child and counseling on the part of professional have inevitably occured. 4) Lately, it was found that the fields of family education is beset by a member of problems Some of these have to do with logistics as to how to produce more and better leaders and teaching materials and how to make them both more available to the field. Other problems have to do with roles and responsibilites.

成人學習의 理論과 實際 硏究 : Focus on Human Resource Development 人間資源開發을 中心으로

孫泰根 건국대학교 1988 學術誌 Vol.32 No.1

The objective of this study was to search for the practicality of adult learning by relating it's theory and practice, particularly centering on the human resource development of an organization (such as governmental, public or private enterprise or social agency). First of all, the historical roots of adult learning were uncovered. Also, surprising facts were discovered that the education of public school system at present is mainly child learning, however, this learning theory and practice of child education at the very beginning had been developed barred on the roots of the theory and practice of adult learning. But passing through the medieval and modern ages. adult learning theories had been developed in the archives and largely forgotten. Meanwhile in the cathedrals and monasteries and later in sewlar institutions, the theory and practice of child learning could be identified through so called organized system of education that began to form by the experience of adult teachers. So, the student of that time remained almost as a Passive role and depended on the learning only through passing by the teacher. Even when the public school had been instituted during the beginning of 19 century, the educators followed the only one existed pedagogic model. And, it can easily be known that even today's school system also has been established on the basis of this some school model. Unfortunately, it is discovered that the adult education has been teaching adults like children based on this pedagogical model. The consequences of this kind of adult education have eventually been shelving such main causes as first of all, continuously having many dropouts, secondly, letting the adult learners having loll motivation and thirdly, letting the adult learners achieve weak abjectives, etc., amongst many ather problems encountered by the adult teachers. Mean while, against the adult education method that follows the pedagogie model, Eduard C. Lindeman's book on "The Meaning of Adult Education" published as the first book on the adult learning theory in 1926 and Edward L. Thorndike's book followed on "Adult Learning" in 1928, and including adult educators in Europe by offering Andragogy that builds the growing body of knowledge about adult learners in parallel with pedagogy during the later port of 1950's, adult learning theories have now been widely used around the world. In this study, the significance and practical use of adults learning theories have been reviewed through the meanng of ① Mechanistic or Behavioristic theory, ② Cognitive theory and, ③ Organismic or Humanistic theory and applied these theories practically to human resource development in an organization, and exemplified ways that could be useful. As a result of this study, it was found that educational theories in adult learning are effective when they are implemented on the following assumptions; ① the need to know, ② the need to be self-directing, ③ greater volume and quality of experience, ④ readiness to learn, ⑤ orientation to learning. Lastly, with the application of andragogical model for effective implem entation of adult education program, including factors concerning, ① establishing appropriate physical and psychological climate of environment to learning, ② creating a mechanism for mutual planning, ③ diagnosing the needs for learning, ④ formulating program objectives, ⑤ designing and operating a learning resource system, and ⑥ evaluating the outcomes of an human resource development system could be identified.

建國大學校 敎養敎育課程의 分析 및 改革

孫泰根 建國大學校 敎育硏究所 1985 論文集 Vol.9 No.-

Complex problems have been raised in the recent years on the general education curriculum through out colleges and universities in Korea, The Kon-Kuk University is not the one that is exceptional to this circumstance. Therefore, the primary purpose of this study is to analyze the content of the Kon-Kuk University general education curriculum and to seek out an innovative measure to be suggested to the university authority. For the process of the study, first, the major problems were sought out in order to define a desirable purpose. Thereafter, a brief direction of the study has been noted. In the theoretical review, a historical development and background of the general education concept were observed. Then, the change and analysis of content of the Kon-Kok University general education have been studied. Finally, based upon these results a series of innovative measure have been found. The major findings from the study were disclosed as follows: 1) Course subjects in the Kon-Kuk University general education curriculum generally proved that they were partial, isolated, and independent from each other. 2) Course contents in the general education curriculum were generally-more conceptual, imaginary, and presumable in understanding the realistic situation. 3) Today's concept of general education curriculum still seemed to be following the conventional liberal arts curriculum that is aimed to educate a few elite leaders under the traditional society. 4) Understanding linkage between old and new societies has hardly been established through this curriculum. Therefore, it would be hard for a student to transcend the two contradictory societies. So, the presently prevailing curriculum is more prone to a liberal arts education. 4) Scientific differentiation of a philosophy in the general education curriculum is still a sign of dream, rather the philosophy has a problem making itself known realistically because it is more idealistic and metaphysical in nature. 6) Through the presently prevailing general education curriculum, it may be promoting rather than reducing the modern crisis of human mentality. The disclosure of above findings may confirm that the general education curriculum of the Kon-Kuk University is not preferable to prepare student. 1) to become an integrated whole man in the modern life; 2) to equip for a cultured man in the developing society; 3) to overcome a mentally dangerous man in the modern society and to equip for an enlightened intellectual; 4) to equip for a new type of educated commoner in an advanced democracy; 5) to keep up with the progressive differentiation of the concept of philosophy and to contribute for the development of science and technology; lastly 6) to be able to disseminate the education into the grass roots of all common citizens in the nation. Based upon these above findings and the proof of some propositions, several important points of innovative measure are suggested in the following order: 1. It is suggested that a part of required courses such as Korean language, English language, and second foreign languages should either be improved or be newly developed courses according to the concept of core-integrated subjects. 2. The conventional subject of "the concept of philosophy" as a required course in the general education curriculum should be innovated such as to "a philosophy of the life of man" that could be core-integrated one which is aimed to the academic discovery of human life. 3. The conventional subject of "the concept of natural science which had been dropped previously must be included with an innovated subject such as"the nature and man". 4) A part of elective courses among the general education curriculum should either be improved or newly developed courses following the concept of core-integrated subjects. 5. Courses of general education curriculum should evenly be distributed for students based on the principle of prerequisite system through out the freshman, sophomore, junior, and senior years. 6. Teaching members presently responsible for the general education curriculum subjects should gradually be appointed as permanent faculty members who will be ensured to achieve the integrated ideal and objective of the general education curriculum. 7. It is suggested that the Kon-Kuk University must have a concept and definition of the general education curriculum and must establish a fundamental position of it also. 8. It is also suggested that the Kon-Kuk University must precisely describe the significance, organization and operation regarding the general education curriculum in the by-laws of the university academic affairs. These descriptions shoud be relevantly integrated with the university's founding ideal and objective that have special characteristics to the university. 9) The General Education Innovating Committee should study and workout curriculum subjects which are not repeating or duplicating contents of secondary school curriculum subjects. It should also study and workout the general education curriculum subjects for the graduate level program. 10) Finally, it is also suggested that the Kon-Kuk University must establish a firm policy that could set the foundation for handling a positive administrative and financial support to the innovating efforts of the general education curriculum.

A Cultural Trend and the Demands of a Society Determine College and University Curriculum

Sohn, Tae-Kun 建國大學校 敎育硏究所 1982 論文集 Vol.6 No.-

大學 敎育課程의 內容과 開發은 文化的 傾向과 한 社會의 要請에 밀접한 관계가 있다고 추정하여, 本 論文은 大學敎育課程 開發의 價値性과 必要性을 결정하는 몇 가지 文化的 및 社會的 要因들을 연구하는 데 力點을 두었다. 타바는 그의 일곱 가지 階段의 敎育課程 計劃에서 敎育課程 內容은 社會와 文化的 現實들과 補助가 맞아야 된다고 論及했다. 이런 觀點에서 敎育課程 內容을 일반적으로 살펴보면 대략 다음과 같은 哲學的 質問들의 順序로 이루어지는 것을 認知할 수 있다. 첫째, 누가 敎育이 되어야 하느냐, 둘째, 學習者 集團들에게 어떠한 敎育的 經驗을 제공하여야 하느냐, 세째, 현재 大學들은 그전만큼 좋으냐, 네째, 어떻게 하면 個體的인 學習者들의 要求를 충족할 수 있느냐, 다섯째, 學習經驗들을 제공하는데 있어서 學校는 지나친 점들이나 혹은 가야 할 지점까지 갔느냐, 그리고 여섯째는 努力만큼 敎育課程을 改善할 價値가 있느냐는 것이다. 本 硏究의 槪念的인 準據로서 筆者는 베나볼의 大學 敎育課程을 開發하는 데 考慮되는 다음의 네 가지 基本的인 要素들을 사용하였다. 1) 學習者, 2) 課題, 3) 學習過程, 4) 敎育機關이다. 本 論文의 內容은 대개 처음에 文化·社會·敎育과 敎育課程의 用語들을 定義하고 다음에 韓國·美國·나이제리아와 브라질 4개국의 적절한 敎育課程을 결정하는 文化的 傾向과 社會的 要求들을 敎育課程開發의 네 가지 本質的인 要素들로 준거하여 비교·검토하였다. 다음은 위의 4개국에 대해서 몇가지 敎育課程 模型들을 소개하고, 또한 첨가해서 大學院 專門敎育에 영향을 줄 수 있는 敎育 모델을 소개·논의하고 世界敎育을 추구하는 博士學位 過程硏究生을 위한 하나의 敎育過程 模型도 다루어 보았다. 本 論文을 통한 硏究의 結果, 筆者는 敎育過程開發과 變化는 확실히 文化的 傾向과 社會의 要請에 의하여 결정된다는 것을 觀察할 수 있었다. 네 나라를 비교해 볼 때, 美國에 있어서는 敎育課程이 文化的 그리고 社會的 必要性에 근거하여 발전하고 변화한 것을 분명히 볼 수 있었다. 그외 다른 세 나라에서도 일반적으로는 같은 證據들을 보이고 있으나 아직 이들의 고등교육 敎育課程의 修正과 變化는 傳統性에 속박되어 있는 경향이 많고, 發展過程에 있어서도 體制性이 미약하고 또한 그 速度도 매우 완만한 것을 認知할 수 있었다. 그러나 이들 3개국은 또한 共通的으로 각기의 特殊性을 보여 주었다.