Dewey의 自由主義的 論理思想

趙鏞泰 한국교육철학회 1987 교육철학 Vol.5 No.-

우리나라 대안학교의 이념과 역사

조용태,이선숙 한국교육학회 대구·경북지회 2000 교육학논총 Vol.21 No.1

This study is about the idea and history of Korean alternative school. 'Alternative' is an idea which can be used in sread of another or is different from what is usually accepted. The 'alternative comments or presents a solution for the problems of the current educational system. an alternative school is a newstyle school which practises the alternative method. An alternative school is a small school based on recovery of humanity, respect of students' freedom, respect of the soul, recovery of ecosystem, emphasis on cooperation and relation to the community. Comparing with foreign schools, Korean alternative schools have a short history and have developed in a unique way. Historically We can separate Korean alternative schools into two parts. One is alternative schools from 1960s~1980s and another is schools from 1990s to the present. From 1960s~1980s, deschooling education and supporting education were groped vigorously for the shunned people. Since 1990s, recovery of humanity and ecosystem have been more of a concerned than a change of society for the students who are stressed by university entrance exams to study in a class with a liberty and many educational experiences. The meaning of the development of the alternative schools is a warning to the public education system and also a hope of new school systems. I expect there will be many studies to practise humanity education, creative education, self-regulated education, and soul education.

NCS 기반 예술심리치료사 양성 방안

조용태 한국예술심리치료학회 2015 예술심리치료연구 Vol.11 No.4

본 연구에서는 국가가 요구하는 최소한의 능력 요구 수준을 제시하고 있는 NCS에 기반한 예술심리치료사 양성 방안을 제시하고자 한다. 이를 위한 구체적인 연구목적은 다음과 같다. 첫째, 예술심리치료사의 직무를 검토한다. 둘째, 예술심리치료사의 핵심 능력을 검토한다. 셋째, 예술심리치료사의 양성 방안을 검토한다. 예술심리치료사의 직무로서 ①진단/평가, ②상담/치료, ③교육 및 훈련/상담, ④프로그램 개발 및 평가, ⑤매체제작과 활용, ⑥자기계발을 핵심 직무로 제안한다. 예술심리치료사가 갖추어 하는 최소한의 핵심 능력을 예술심리치료의 이론적 기초, 치료관계, 중재계획, 중재수행, 중재평가와 처치, 문화적 민감성, 윤리적 민감성과 같은 6가지로 제시하고자 한다. 마지막으로 예술심리치료사 양성 방안은 다음과 같이 제시한다. 첫째, 예술심리치료사 자격제도를 신자격으로 할 것인지 구자격으로 할 것인지를 먼저 결정하여야 한다. 둘째, NCS 분류체계에서 예술심리치료의 위치를 결정해야 한다. 셋째, 예술심리치료사의 직무를 분류하고, 직무에 따른 능력단위를 구성하여야 한다. 넷째, 직업기초기능 영역의 내용과 수준을 결정하여야 한다. 다섯째, 예술심리치료사의 자격 유형에 따른 직무와 능력단위를 결정하여야 한다. 여섯째, 예술심리치료사 양성에 필요한 교육훈련 시간을 결정하여야 한다. 일곱째, 예술심리치료사의 활동 장면과 내담자의 특성에 따라 능력단위를 결정하여야 한다. The purpose of this study is to present the training plan of arts psychotherapist based on the NCS, which was required by the government to satisfy a minimum level of competence. Specific objectives for this study are as follows. First, I reviewed the jobs of the arts psychotherapist. Second, I examined the core competencies of the arts psychotherapist. Third, I examined the training plan of the arts psychotherapist. In summary, suggested ①diagnosis/assessment, ②counseling/treatment, ③education and training/counseling, ④program development and evaluation, ⑤media production and utilization, and ⑥self-development as the jobs of arts psychotherapist, The core competencies of arts psychotherapist are the theoretical foundations of arts psychotherapy, therapeutic relationship, intervention planning, intervention implementation, intervention assessment and treatment, and cultural and ethical sensitivity. The training plan of arts psychotherapist based on the NCS, as follows: First, an arts psychotherapist qualifications system to the new qualification shall be determined at most first. Second, the position of arts psychotherapy in the NCS classifications system must be determined. Third, must be the classifying the job of arts psychotherapist, and organizing the ability to be competence units of the job. Fourth, must be determined the contents and levels of the NCS vocational basic competencies areas. Fifth, must be determined the jobs and competence units according to qualification type of arts psychotherapists. Sixth, must be determined the education and training time required to training arts psychotherapists. Seventh, must be determined the competence unit in accordance with the therapeutic scenes and client characteristics of the arts psychotherapist.

국가직무능력표준(NCS)에 기반한 미술치료사 자격제도 운영 방안

조용태 한국아동발달지원연구소 2016 임상미술심리연구 Vol.6 No.2

본 연구는 NCS에 기반한 미술치료사 자격제도의 운영과 관련된 과제와 방안을 제시한 다. 이를 위한 구체적인 연구목적은 미술치료의 분류체계를 검토하고, 미술치료사의 직무를 검토하고, NCS 자격유형과 미술치료사 자격을 비교 검토하며, 마지막으로 미술치료사 자격 제도 운영 방안을 검토한다. 이상과 같은 연구목적에 따라 얻은 연구결론은 다음과 같다. 첫째, 미술치료의 학문적 또는 직업적 분류체계가 일치되지 못하고 있다. 미술치료에 대한 명확한 학문분류와 직업분류가 제시되었을 때, 미술치료에 대한 NCS 개발 역시 그 바탕을 마련하는 것이다. 둘째, 미술치료사의 직무로서 ①진단/평가, ②프로그램 개발 및 평가, ③ 치료계획, ④치료, ⑤매체활용, ⑥교육/훈련, ⑦연구, ⑧자기계발로 제안한다. 셋째, 현재 각 단체가 제시한 미술치료사 자격규정이 제 각각이고, 이러한 규정은 NCS 자격구조와 일치 하지 못한 부분이 있다. 넷째, 미술치료사 양성 방안은 다음과 같이 제시한다: ①미술치료 사 자격제도를 신자격으로 할 것인지 구자격으로 할 것인지를 먼저 결정하여야 한다. ② NCS 분류체계에서 미술치료의 위치를 결정해야 한다. ③미술치료사의 직무를 분석하고, 직 무에 따른 능력단위를 구성하여야 한다. ④결정된 능력단위의 이수 수준을 자격유형과 관련 하여 결정하여야 한다. ⑤자격유형별로 요구하는 각종 교육 및 훈련 시간도 체계적인 연구 가 필요하다. ⑥미술치료사의 자격 유형에 따른 핵심직무와 능력단위를 결정하여야 한다. The purpose of this study is to review the classification system of art therapy, examine the job of art therapist, compare the qualification of NCS qualification with the qualification of art therapist, and finally review the operation plan of art therapist qualification system. The conclusions of the study were as follows. First, the academic or occupational classification system of art therapy is not consistent. When a clear classification of art therapy and a classification of work are presented, the development of NCS for art therapy is also the foundation. Second, propose the tasks of art therapist as ①diagnosis/evaluation, ②program development and evaluation, ③ treatment plan, ④therapy, ⑤media/material utilization, ⑥education/training, ⑦ research, and ⑧self-development. Third, there are currently the art therapist qualification regulations proposed by each group, and these regulations are inconsistent with the NCS qualification structure. Fourth, the art therapist training scheme is as follows: ①First decide whether to qualify for the art therapist qualification system or not. ②The position of art therapy should be determined in the NCS classification system. ③Analyze the jobs of art therapists and form competency units according to their jobs. ④The completion level of the determined ability unit should be determined in relation to the qualification type. ⑤It is necessary to systematically study various education and training time required by qualification type. ⑥ Determine core jobs and competency units according to the qualification type of art therapist.

4차 산업혁명에서 진단 및 평가

조용태 한국예술심리치료학회 2017 한국예술심리치료학회 학술대회 Vol.2017 No.10

내시경적 아데노이드 등급과 소아 폐쇄성 수면무호흡증 중증도의 상관관계

조용태,김지선,김호찬 대한이비인후과학회 부산,울산,경남 지부회 2019 임상이비인후과 Vol.30 No.2

Background and Objectives:Hypertrophy of adenoids was recognized as one of the main causes of snoring and obstructive sleep apnea (OSA) in pediatric patients. Recently, two endoscopic adenoid grading system was pro- posed, Parikh grade (P-G) and ACE grade (ACE-G). The aim of this study is to evaluate the correlation between obstructive sleep apnea severity and these two endoscopic adenoid grading systems. Materials and Methods: We retrospectively reviewed the medical records of 52 patients who underwent a polysomnography and endo- scopic nasal endoscopy in the secondary referral hospital from 2008 to 2017. Adenoid exam was performed with nasal endoscopy after nasal packing soaked with lidocaine and xylometazoline in out-patient clinic. It was evalu- ated the correlation between each adenoid grading system and apnea-hypopnea index, adjusted by sex, age, tonsil grade, body mass index, and presence of allergic rhinitis. Results:Mean age was 7.6 year (range : 2-15, SD : 2.57) and 75% of the patient had obstructive sleep apnea (AHI≥1). P-G was statistically correlated with OSA se- verity. (OR=11.8, 95% CI : 1.5-92.2, p=0.02) Only subgrade E of ACE-G has meaningful correlation with OSA severity (OR=2.07, 95% CI : 0.91-4.81 p=0.03). Conclusion:P-G and subgrade E of ACE-G were statistically related to sleep apnea severity in pediatric patients. Endoscopic adenoid grading system can be useful tool to eval- uate adenoid hypertrophy and upper airway in pediatric OSA patients.

발달장애학생의 교수 - 학습 전략

조용태 국립특수교육원 2005 직무연수 Vol.- No.14

슈타이너의 인지학적 교육과 인간 기질에 관한 연구

조용태,김성원 한국교육학회 대구·경북지회 2000 교육학논총 Vol.21 No.2

Contemporary people live in a highly information-oriented society. The information-oriented life style has given tremendous changes in politics, economics, culture and education of the society. The education in a society has to be the human education for human-beings to have an whole man personality in harmony. But the education in our society is not managing the change in the society, and letting the creativity be depressed by keeping students in a fixed form through the competitions in entrance examinations. In this situation, Rudolf Steiner is a scholar who should be studied since he regarded the inner and spiritual world of human-beings as important, and claimed that the education should start from understanding the human-beings. He argued that the education should be based on the human nature, and he established Anthroposophie in a view of extending the comprehension on human-beings. Also, he suggested Temperament as a effective means for understanding human-beings. From Steiner's study, temperaments of human-beings can be classified as Sanguine Temperament, Choleric Temperament, Melancholic Temperament, and Phlegmatic Temperament, and it is recommendable to teach people by the characterization of each temperament. Therefore, teachers should be well aware of the temperaments, and employ these for management of the class as well as for the education of each student. Steiner's anthroposophical education is to understand human nature, to discover an integrated property, and to aim and practice the education for whole man personality. To understand persons' temperaments and educate them with respect to the temperaments as a method for this education for whole man personality seems to lead to the harmonious development of potentials in each person, and therefore the person can establish characters for the demands in the future society and challenge for them. The most important thing in the education is that the start point should be the full understanding for the human-beings. In particular, as the education for whole man personality is possible only when the education suitable for the character of each student is practiced, Steiner's method to study persons' temperaments and use these for the real education provides the way to understand human nature and to practice the education for whole man personality.

정신지체 아동의 사회적 기술에 대한 교사와 부모의 지각 차이

조용태 미래유아교육학회 1998 미래유아교육학회지 Vol.5 No.2

The purpose of this study was to investigated the perceptual differences of teachers and parents on social skills of mentally retarded children. The subjects of this study were 36 teachers and 36 mothers of children with mental retardation. Instrument used in measures a social skill of children with mentally retarded was Gresham and Elliott`s Social Skills Rating System(SSRS, 1990). The main conclusions from the study were as follows: First, perceptions on social skill deficit patterns of mentally retarded children were not found differences in teachers and parents. Second, perceptions on social skills of mentally retarded children were not found differences in teachers and parents. Perceptions on cooperation skills of mentally retarded children were found differences in teachers and parents. However, Perceptions on assertion skills and self-control skills of mental retardation children were no found differences. Finally, perceptions in several specific social behaviors were found differences in teachers and parents. Differences were found on social behaviors such as finishes assignments, follows directions, puts work away, attends to instruction, and keeps desk clean of cooperation skills introduces self, invites others to join, makes friends, and joins ongoing activity of assertion skills controls temper with adults, cooperates with peers, and responds appropriately when hit on self-control skills.

Montessori 思想에서의 自由와 敎育

趙鏞泰 대구효성가톨릭대학교 사회과학연구소 1983 女性問題硏究 Vol.12 No.-