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洪香姬 가톨릭대학교 사회과학연구소 1985 社會科學硏究 Vol.1 No.-
Any serious attempt to measure and interpret the religious development of students necessarily presupposes operational definitions of "religion," what it means to be "religious" and the, nature of "religious experience." Although described in a great: variety of ways by philosophers of religion, these terms, like education itself, have consistently defied precise definition. On the one hand, religion is viewed as formalised, explicit response, on the other, it is considered to be thoughtful, personal commitment. These must both be considered: 1. Religion as formal, explicit response 2. Religion as personal commitment In the face of the wide diversity of opinion regarding the nature of religion, the researcher in the sociology of religion is confronted with the further problem of deciding the ways in which religion is expressed, before he can measure "religious development," or the results of being "religious." There are five dimensions or expressions of religious experience. These attempt to define what it means to be religious, and comprise the ideological, ritualistic, experiential, intellectual and consequential aspects of religious experience: 1. Ideological Dimension: Religious Beliefs 2. Ritualistic Dimension: Religious Practice 3. Experiential Dimension: Emotions 4. Intellectual Dimension: Religious Understanding 5. Consequential Dimension: Religious Effects While the influence of the family in the religious socialisation of the students is paramount, the Christian school, as the complement of the Christian home, provides that climate or environment which is conducive to the development of Christian faith. The development of religious beliefs, values and practice is a specifically religious goal of the Catholic school. It is therefore necessary to determine what is the level of religious development of students in Catholic schools. In accordance multidimensional model of religious experience, the following aspects of religious development are examined: 1. Religious Beliefs and Understanding 2. Moral and Religious Values 3. Religious Practice 4. Integration of Religious and Secular Learning 5. Influence on Students' Religious Development
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洪香嬉 聖心女子大學校 1987 論文集 Vol.19 No.-
In comparatively recent years there has been a radical and often concerted attack on the whole enterprise of institutionalised schooling. On the grounds that schools today embody by their "hidden curricula" the instruments of an unjust, highly competitive and growth-oriented society, and help to perpetuate these by favouring those already advantaged, some of these writers argue strongly for the de-schooling of society. Side by side with this radical questioning of schools as institutions, has been the relatively recent phenomenon of honest sociological examination of the institutions themselves--their organization, goals and procedures. We would examine the procedures understand their goals. For that reason it is important to take up a number of fundamental issues concerning the goals of catholic schools as perceived by the main actors: the students, staff and parents. The school as an organization may be viewed as a social system established to attain specific goals. The school has wider goals associated with the maintenance of society itself. Among the influences from the wider society which impinge on the Catholic school as a social system are the demands of State Education Departments, the pressure of public examination, the requirements of employers in industry and the professions and the expectations of tertiary education establishments such as universities. As well, the cultural and religious background of the home, the influence of the media and the peer group, the characteristics of staff and students themselves, together with the past traditions of the school, all constrain the goals which the school can reasonably achieve. In sociological study of the school as an organization distinguish three kinds of goals: Instrumental Goals, Expressive Goals and Organizational Goals. The most acceptable situation in a school is where there is a wise balance between instrumental, expressive and organizational goals. The most dysfunctional goad system in a school, however, occurs when organizational goals become ends in themselves. This may happen when a school is so preoccupied with discipline and externals that it allows organizational goals to dominate both instrumental and expressive ones to the extent that the school is in danger of becoming a hollow ritual. It is against this brief background of goals theory that the Goals Questionnaire be studied.
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아동의 자기보호 가능성에 영향을 미치는 요인 : 초등학교 3학년 아동을 대상으로
홍향희,이정화 한국생활과학회 2023 한국생활과학회지 Vol.32 No.1
본 연구는 한국아동패널 10차(2017년도) 자료를 활용하여 초등학교 3학년 아동 1,292명을 중심으로 방과 후 자기보호(self-care) 가능성에 영향을 미치는 요인을 분석하였다. 패널자료에 대해 SPSS 22.0 로지스틱 회귀분석을 실시한 결과는 다음과 같다. 한 달 평균 가구소득과 총 자녀 수, 어머니 취업 여부, 가구 구성 형태, 교육 서비스 이용 형태 중 사적 서비스 변인은 초등학교 3학년 아동의 자기보호 가능성에 통계적으로 유의미한 영향을 미치는 것으로 나타났다. 반면, 아동의 성별, 거주지역 규모, 어머니 최종학력, 어머니 주중 근무시간, 지원 제도 이용 여부, 어머니 연령, 교육 서비스 미이용 변인은 아동의 자기보호 가능성에 유의미한 영향을 미치지 않는 것으로 나타났다. 본 연구에서 특히 주목한 부분은 사적 서비스 변인이다. 해당 변인은 자녀의 연령이 높아질수록 이용자가 증가하지만 동시에 돌봄 공백도 형성하는 것으로 나타났다. 이에 현재 저소득·저연령층에 집중돼 있는 공적돌봄서비스를 일반 가구로 충분히 확대하기 위한 정부의 노력이 필요할 것으로 보인다.
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