敎育의 基本 構造 : 敎育 發展 硏究 (EDP)의 立場에서 = Models of Basic Structure of Education

다국어 초록 (Multilingual Abstract)

This is a summary presentation of diagramatic models of basic structure of education developed by the Education Development Project （E D P） of the Institute of Education Research, Yonsei University.
The models are designed to serve as the conceptual framework contributing to the overall understanding of education and to the formulation of comprehensive strategy of educational development.
EDP conceives education as structural. Education conceived as having structural nature has several features. Firstly, education is an integrated whole composed of elements in terms of classification, internal values and external relationships which are unique in education.
Education is specified into three dimensions―functions, modes and processes―which are integrated into education as a whole with unique interrelationships.
In the dimension of processes, education is specified into identification of subject, goal-setting, program-planning, resources-provosion, systems development and evaluation and improvement. They are intergrated into process of education as a whole with their unique interrelationships.
In the dimension of modes of education, education is specified into school education, out-of-school education and latent educational function in and out of school. They are further specified into intended and non-intended and formal and nonformal program. They are integrated into mode of education as a whole with their unique interrelationships.
In the functional dimension, education is specified into performance function, facilitation function and creative function. They are integrated into function of education as a whole with their unique interrelationships.
Secondly, education is transformational. Education takes place in a given society which is specific and concrete in terms of time, space and culture. While the surface structure of education changes according to the changes of social conditions through tranformation, the deep structure of education remains unchanged.
Thirdly, education has feed-back mechanism. Education signals fitness and unfitness of surface structure of education in the actual components, their classifications and their internal nature and external relationships.
The models have served as conceptural framework of EDP since its formulation in the early stage. The conceptual models were developed into practical models which have been tried out in pioneering schools throughout Korea for the past nine years. And the models have been proved valid and feasible.