초등 교육에서의 인성 교육 : 경쟁 교육에서 인성 교육으로 = Character-development Training in the Primary School Education

다국어 초록 (Multilingual Abstract)

It will be difficult to deny that our school curriculum is far from human training. Problems related to human-training in the schools is connected to the general competitive stucture; negligence of human nature and creativity in job sites; abnormal operation of entrance exam-oriented curriculum; and other physical problems concerning character-development training. All of the above make this problem even harder to approach. Therefore, this paper attempts to describe the existing human-training and related problems as experienced and understood by the writer. This paper will also suggest what efforts need to be made in order to solve or at least relieve these problems.
First of all, the various character-development training programs in schools are superficial, exhibitionistic and inadequate. Character-development training can be productive when the whole school curriculum is systematically carried out along with sound ethics texts or ethics curriculum. However, character-training program in primary schools - however various they may be - are superficial and unsatisfactory. In order to solve these problems, the first priority should be given to investment in minimizing the school size as well as the class size.
For character-development training to be consistently carried out in schools, schools administrators and teachers must participate and show interest in such programs, and the views and values of the concerned personnel must be unified. But this in not the case real life. And in schools, students must be free from corporal punishment and violence. One of the reasons why corporal punishment and violence are frequently practiced between teachers and students stems from the convenience of maintaining the control and order in large-scale high-density class size or from the entrance exam-oriented education. In order to solve such problems, the consciousness that regard children as respectable human beings plays an important part.
Next, character-building training in schools and at home fails to cooperate intimately, but contradicts each other. Fostering of human character is practiced not only in schools; family influence can also be a great factor. Hence, school training will benefit greatly when it closely works with the family. Lastly, children are more influenced by the degenerated pleasure-oriented mass media rether than culture and arts-oriented school training. To bring up our children as refined human beings and to raise their quality of life, culture and arts education must be activated in place of the entrance-exam-oriented curriculum.