한국 대학에서의 인성 교육 과정 사례 분석 : 서울 소재 4개 대학교를 중심으로 A Case Study on Character Education Curricula of Four Universities in Seoul = How Do Universities Teach Their Students for Character Development?

다국어 초록 (Multilingual Abstract)

The present study addresses the practice of character education in higher education by investigating the relevant courses and programs taught at four universities in Seoul. The analysis reveals that educational practices of the four institutions tend to distinguish character development from intellectual development, which lead to affective approaches to character education in each dimension of the curriculum: (1) The purposes of the courses and programs present a term 'character', as well as 'virtue' 'morality' presented as a set of personal , specifically, emotional traits. (2) The character education is taught and managed as a part of compulsory courses for graduation. (3) As long as the situation allows, the most preferred methods of instruction is found in the form of practicum. Lectures are also popular, even though various type of student participation such as student-led discussion, presentation, group work and debates are frequently planned in class. (4) The contents of character education display a wide range of themes and forms of knowledge. Two prominent areas are a series of lectures founded on the religion of each university, if it has one, and volunteering for a period of time.
Overall, the character education of the four universities tends to move toward the opposite direction of knowledge-centered education, which has been the chief aim of universities. The inclusion of character education has been considered as an intention to clear off the negative legacy produced by the intellectual achievement-driven teaching. However, considering that knowledge production and consumption have been characterizing higher education, it is difficult to expect the new trends of character education would succeed in universities without its proper foundation in knowledge.

목차 (Table of Contents)

• 1. 고등 교육에서의 인성교육의 개념과 실제
• 2. 연구 대상 및 방법
• 1) 연구 대상
• 2) 연구 방법
• 3. 분석 결과
• 1) 교육 이념
• 2) 인성 교육 과정 운영 방법
• 3) 인성 교육 과정의 강의/ 프로그램 명칭 및 종류
• 4) 인성 교육 과정의 내용 및 성격
• 4. 논의: 인성 교육에 대한 반(反)지성주의적 접근
• 5. 결론