• Title/Summary/Keyword: 가정성

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A Study on the Fmily Harmony Through the Dong Gu Gae Sa (동거계사에 나타난 가족화목에 대한 고찰)

  • 공달아기
    • Journal of Families and Better Life
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    • v.13 no.1
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    • pp.220-229
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    • 1995

  • 본 연구는 율속이 실제 자신의 가정화목을 위해서 함께 살며 서로 지켜야 할 경계의 글을 고찰한 것이다. 우리는 가족이 화목하고 가문이 번창하는 것을 최대의 보람으로 생각하고 화목한 가정을 바라지만 실제로 가정화목을 위해 구체적내용을 정해놓고 실천하기는 어렵다. 본 자료는 내용이 구체적이고 실생활에 적용하는데 반복교육이란 적극적인 방법을 사용하였기 때문에 어떠한 내용으로 이루어졌으며, 그것의 현대적 의미는 어떠한가를 분석했다. 전체적인 내용은 효도.공경.정성.사랑을 바탕으로 한 규범들을 제시하고 있으며, 함께 살기 위해서는 남을 이해하려고 하며 나를 극복해 나가는 극기의 정신이 강조되었다. 과거의 전통적인 가족화목의 윤리를 옛모습 그대로 오늘의 가정에 적용시키기 어려울 것이지만 화목을 위한 경과 성의 사상에 의해 가족성원간에 자연히 형성되는 애정은 중요한 유대와 화목의 구실을 할 것이다. 화목한 가정을 위해서는 이기성을 자제하고 율속과 같이 구체적이고 적극적인 교육이 유년기부터 이루어져야한다.

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Home Economics Teachers' Perception of Cultural Diversity Education (문화다양성 교육에 대한 가정과교사의 인식)

  • Si, Se-In;Lee, Eun-Hee
    • Journal of Korean Home Economics Education Association
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    • v.26 no.4
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    • pp.115-128
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    • 2014

  • The purpose of this study was to investigate home economics teachers' perception of cultural diversity education, to provide an efficient educational material for the multicultural education in teacher education and teacher retraining. 160 Home economics teachers answered the survey questionnaires. To analyze the data, SPSS 19.0 for Windows was used to conduct frequency analysis, factorial analysis, credibility analysis, t-test, one-way ANOVA, and Duncan's multiple comparison. The results of this study were as follows. Four dimensions of cultural diversity education were derived by factor analysis: cultural equality, diversity implementation, diversity value, comfort with diversity. As for their awareness about cultural diversity education, it was in the order of cultural equality, followed by diversity implementation, diversity value, and comfort with diversity. The groups were significantly different according to demographic variables. As for the whole awareness about cultural diversity education and the diversity implementation, group of age 40 teachers recognized more highly than other groups. Furthermore, teachers outside Jeonbuk area recognized more highly the cultural equality, diversity implementation, diversity value than those in Jeonbuk, which is the 3rd high area in the nation of multicultural family proportion. As for cultural equality and diversity implementation, teachers over 15 years of experience, recognized more highly than other groups. Those with the teacher certification in the college of education, recognized more highly the cultural equality, diversity value, comfort with diversity than teachers from the other colleges. Teachers who need multicultural education, recognized more highly cultural equality, diversity implementation, awareness of diversity than those who don't. These results imply that in home economics education, there must be more systematic studies on school field education and related educational programs in order to revitalize multicultural education. And for teachers with highly recognizing cultural diversity to conduct a systematic multicultural education more efficiently, there should be both systematic pre-service education programs at college level and in-service education programs for the teachers in terms of cultural diversity education.

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