• Communications of Mathematical Education
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• v.12
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• pp.451-461
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• 2001

한국수학교육학회가 유아수학교육에 관심을 갖게 된 것을 기쁘게 생각하며 진심으로 축하의 말씀을 드립니다. 오늘 저는 여러분을 모시고 우리의 수학교육, 특히 정보화 사회 또는 지식 사회라고 불려지는 사회를 대비하는 교육을 생각함에 있어서 변하는 것과 변하지 않아야 하는 것에 대해서 아주 소박하게 논의하여 보려고 합니다.

• 대학교육
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• s.135
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• pp.79-82
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• 2005

21세기는 지식기반사회와 교육이동의 사회, 가상학습 사회 등으로 특징지어지는 사회이다. 이러한 대학교육 여건의 변화는 우리로 하여금 신세기의 패러다임을 요구하고 있다.

• 한국경영정보학회:학술대회논문집
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• 2007.06a
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• pp.39-44
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• 2007

본 연구는 국내 장애아 통합교육의 환경에서 통합교육의 특수성과 교육주체들의 현실적 한계를 고려할 때, 온라인 통합교육 지원 인프라의 구축이 필요함을 전제로, 장애아의 통합교육 지원을 위한 공익적 성격의 통합교육 포털 사이트의 사회적 필요성을 연구하고, 국내 특수교육 및 통합교육 관련 온라인 사이트의 사례분석을 통해 장애아를 위한 통합교육 포털의 발전방향을 제시하였다. 공익성 통합교육 포털 사이트의 사회적 필요성 측면은 통합교육의 사회적 당위성을 바탕으로 국내 특수교육 관련 법률 및 장애인 교육실태의 의미와 연계하여 제시하는 동시에 교사, 장애아, 장애아 부모로 구분한 교육주체별 통합교육의 현실적 한계성을 공익성 통합교육 포털 사이트의 사회적 필요성과 연결하여 제시하였으며, 이러한 필요성에 입각하여 장애아 교육 및 통합교육 관련 웹사이트의 비교/분석을 통해 통합교육 포털 사이트의 향후 발전방향을 제시하였다.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.681-701
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• 2010

This study examined the perception of gifted teachers toward 'conception of creativity personality education,' 'methodology of creativity personality education,' and 'support of creativity personality education' in the future gifted education. As a result, gifted teachers conceptualized creativity personality education as education to foster creative social capitals(social + moral leaders), which showed movement from gifted education focused on cognitive development into future-developmental orientation. Gifted teachers mentioned education to foster social sensitivity, creativity, and leadership as methodology of creativity personality education. More specifically, they recommended inductive curriculum in learning and teaching in order to encourage domain-specific giftedness. As pointing not to separate creativity personality education for gifted from a formal education but to deploy with conjunction with it, gifted teachers mentioned the social recognition for creativity personality education and the development of teacher's professionalism and educational programs.

• The Journal of the Korea Contents Association
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• v.19 no.1
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• pp.496-512
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• 2019

The purpose of this study is to analyze the social welfare ideology and social welfare education practice theory of Deok Joon Kim(1919-1992) who was a pioneer in Korean social welfare education and a founder of Korea's very first independent department of social welfare. Through examining his life, and social welfare related works, ideology and education practice theory following conclusions were derived. Relationship involving first, spirit of shalom, second, human dignity, third, love of the cross, fourth, social justice, fifth, worshiping God and loving human being, and sixth, love of neighbors were found. These social welfare ideology and social welfare education practice theory of Deok Joon Kim are values that can resolve today's Korean social welfare education problems and insights which would reestablish essential goals and objectives in cultivating social workers with principles. These could be applied to Korean social welfare education in forms involving social worker's justice, stance, role, and function.

• Journal of the International Relations & Interdisciplinary Education
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• v.2 no.1
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• pp.15-28
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• 2022

College students' perception of social responsibility is directly related to the development of the country. With the development of society, the social responsibility of university students is becoming more important, so research on it is being actively conducted in China. In order to understand the current research status of social responsibility education for Chinese university students, this study analyzed the research trends of the top 22 language networks among the key words that appeared in related studies from January 2015 to December 2021. As a result, many key words such as college student social responsibility (563), social responsibility education (340 times), college students (191), social responsibility (197 times), and responsibility (133 times) appeared a lot. In the case of connection centrality, the connection centrality of social responsibility education, college student social responsibility, college students, and social responsibility was high. In the case of proximity centrality, the proximity centrality of college students' social responsibility, social responsibility education, college students, and social responsibility was high.

• Proceedings of the Korea Contents Association Conference
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• 2012.05a
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• pp.65-66
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• 2012

본 연구는 2008년에 도입된 사회복무제도가 정착 될 수 있도록 하기 위한 개선방안을 모색하고자 한다. 즉, 단순한 인력공급 차원이 아닌, 사회복무요원들의 질 향상을 위한 교육과 사회복지기관에서 사회복무요원에 대한 올바른 활용이 전제되어야 한다. 이에 사회복지기관 담당자(사회복지사) 304명을 대상으로 사회복무제도와 사회복무요원에 대한 인식과 태도가 어떠한지 조사한 결과, 사회복무제도에 대해 긍정적인 태도를 보였고, 제도가 지속적인 운영과 확대가 되길 희망하였다. 또한 사회복지사업에 사회복무요원의 역할과 활동에 긍정적으로 인식하였다. 그리고 사회복무제도의 성공적인 정착을 위해 사회복무요원의 배치전 사전교육과 직무교육 시간 증가와 관리운영에 관한 권한 강화, 운영비 지원을 필요로 하였다. 따라서 사회복무제도 운영 개선과 사회복무교육센터를 통한 교육내용의 강화, 우수 복무기관에 대한 다양한 인센티브 부여가 요구된다.

• Journal of Korean Home Economics Education Association
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• v.22 no.3
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• pp.95-116
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• 2010

The purpose of this study is to explore the role of Home Economics Education for low fertility Aged Society. Hence home economics educational contents for low fertility Aged Society was estsblished extracting the contents from both Revised 2007 Home Economics Curriculum and government. policy for low fertility Aged Society. Also home economics educational contents for low fertility Aged Society("Home Economics Class for both parents and Children") implemented in Healthy Family Support Center. The main results of the study are as follows. Firstly, Home Economics Education for low fertility Aged Society should be emphasized with the contents such as marriage of one's choice, family life reinforcement, healthy family culture and neighborhood living together. Secondly, the goal of home economics education is very similar to the action plans of Saeromaji Project 2010 which are 'social responsibility reinforcement for marriage, birth and child rearing', 'balancing family and work', 'family-friendly culture' and 'security for the aged with health and care'. It has also much in common with the project plans by Seoul Metropolitan Office of Education 'family-friendly culture and filial duty education reinforcement', 'school education reinforcement regarding Low Fertility-Aged Society' and 'values education reinforcement for gender equality society'. Thirdly, "Home Economics Class for both parents and Children" applied in Healthy Family Support Center in Jung-gu, Seoul. This ensures home economic education can play a leading role in the social education filed.

• Korean Journal of Health Education and Promotion
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• v.4 no.1
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• pp.25-34
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• 1987

국민보건의식의 수준을 향상시키기 위한 사회교육 기관 및 단체의 기능진단과 아울러 홍보기능 활성화 방안은 사회보건교육의 활성화 방안으로 압축ㆍ요약된다면, 이는 국민보건의식의 수준을 향상시키려는데 목적하고 있다. 이와 같은 목적을 달성하기 위하여 사회교육기관 및 단체가 홍보기능을 활성화하여야 되는 방법상의 문제로 귀결된다.

• (The)Korea Educational Review
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• v.22 no.3
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• pp.169-192
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• 2016

The purpose of this study is to investigate the relations between religious socialism and education of Martin Buber(1878~1965), a theistic existentialist. Buber suggested religious socialism as an alternative to modern capitalist society which has many problems. Buber's religious socialism is based on the communitarianism of Hasidism. Buber considered 'true' socialism must be based on decentralized associations, not based on centralized state apparatuses. For establishing this kind of socialism, human will and mind are the most important. Thus, education takes a very important role in the process of social transformation. According to Buber, education and pedagogy should contribute to overcoming modern society's problems by pursuing the construction of community(true socialist society). For Buber, education for individuals' character and education for building community are not separated but combined. That is, although education takes a main role in the social transformation, it should not be considered just as an instrument for the social transformation. This is the main distinction between Buber's thought and other key socialists' thoughts on social transformation and education, because many of socialists who stress the role of education in the process of social transformation, tend to regard education as an instrument for the social transformation. According to Buber, education can contribute to social transformation without being an instrument for the social transformation. These ideas of Buber on religious socialism and education have important implications for educators and educationalists who hope education contributes to solving problems of modern society.