초등학생의 복지의식 유형에 관한 연구

다국어 초록 (Multilingual Abstract)

The Korean society confronts a variety of social problems including increasing rates of suicide and divorce as well as decreased birth rate. These social problems are associated with conditions showing the loss of humanity and social values and dissociation of family and social community. Therefore it is needed to study about the welfare awareness of social community members and this could represent the status of welfare awareness and the present system of social welfare services. The subjects of the present study were 5th and 6th grade students in
primary schools at Daegu city, and this study was performed at August, 2003 using Q methodology which provides a way to reveal the subjectivity involved in any situation. The results were as follows: First, students were agree with the fact that social welfare services are necessary for community members. Second, students oriented to the type of ideal social welfare thought that social welfare services are our rights to take and were very against the notion that social welfare services could retard the willingness of working. Third, students oriented to the type of practical and realistic social welfare thought that social welfare is agreeable but our society has not pursued this way satisfactorily. Fourth, students oriented to the type of sympathetic social welfare responded that social welfare services are very necessary but the subjects of services should be others except them. Fifth, students oriented to the type of optimistic social welfare agreed that social welfare services are the way for expressing the equality. Sixth, students oriented to the type of passive social welfare responded that social welfare is acceptable but they were very against paying for high tax rates to improve welfare services. Thus, these five different patterns of social welfare awareness represented
by primary school students suggests that we need to educate and inform the welfare awareness. And the contents of the education should involve the followings: First, it could motivate students to understand and help each other. Second, it should contain a program to communicate each other and to learn the idea and practice of social welfare. Third, it should teach students to live along with practicing the social welfare services to others in their communities.