地域社會開發의 社會敎育的 接近 = A Study on the Adult Educational Approach on the Community Development

다국어 초록 (Multilingual Abstract)

It is clear that adult education was the great force in the success of community development.
Adult education is bing carried out as means to train individual and group capacities necessary to community development, a movent to acieve better living. Its aims are to solve problems which have been confronted or seem to be conforted by villages and communities, to help villagers meet thier needs, and then to realize high income through achieving the maximal development of communities.
The fact that adult education has been largely performed on the spot through field practice has accelerated the will to participate, and nourished the values, attitudes and work ethics necessary to development.
These common concerns of adult education are expected to give valuable suggestion not only for 'educationalization of society' and 'socialization of education' as well as for the improvement of education.
In spite its vital contributions to the implementation to the community development and spiritual enlightenment, there have been insistent requests for its modification. When anticipating future society and its conditions and considering its educational aims and objectives, it is also necessary to make a new design for the future.
It is principle that any kind of community development programme should be planned and implemented for and by the people themselves who live in the community; thus will community participation be automatically achived.
The attempt to encourage a community to recognize, and then work towards a resolution of a problem is a theme of major necessity and urgency which recurs in the literature of community action and community development.
The process of learning in adult is therefore a complex interaction between external factors of public roles and social networks and internal psychological factors of attitudes and perjudices. Attitudes, perjudices and a tendency to social conformity have a relative permanence in adult.
Adult educaton has virtually ignored the significance of neighbourhood and remained task-oriented whether the focus has been on subjects or social and life skills. The knowlege and skill is not just for community education workers but for all adult educators whatever their subject expertise.

목차 (Table of Contents)

• I. 序論
• II. 地域社會開發의 社會敎育的 槪念 接近
• III. 地域社會開發의 社會敎育的 接近
• IV. 地域社會開發을 위한 社會敎育의 機能
• V. 地域社會開發에 있어서의 社會敎育의 役割
• VI. 結論