• 영어어문교육
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• 제11권1호
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• pp.155-177
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• 2005

In the EFL context, Korean students don't have enough opportunities to directly experience the target culture, prompting the need to offer some well-organized culture education in class. The goals of this study are to analyze how many cultural contents are reflected in High School English textbooks and to suggest an implication for cultural learning. These textbooks were carefully examined, focusing on the cultural contents, by four categories: 'cultural skill section', 'cultural patterns', 'related language skills', and 'target countries'. The results of the analysis were like the following: First, although many of the textbooks are dealing with the culture skill sections, their contents were still wanting consistency and were small in quantity. Second, as for the cultural patterns, the pages dealing with behavioral culture were 43%, spiritual culture, 35.7%, material culture, 21.3%. Third, as for the related language skills, the cultural contents in the textbooks were organized in the order of listening, reading, speaking, writing, and cultural skill sections. Since it is impossible to separate language skills from culture, we suggest that the aspects of target culture should be incorporated in various forms into the learning situations. Fourth, as for the issue of target countries, the contents about the general or whole English culture were insufficient. So we suggest that English textbooks should play an essential role in providing students with various cultural information about various English speaking countries.

• 한국간호교육학회지
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• 제12권2호
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• pp.151-161
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• 2006

Purpose: The purpose of this study was to assess the needs of RN-BSN students concerning the RN-BSN curriculum and make suggestions for improvement in the curriculum based on the needs of the students. Method: A descriptive survey study was used. Data were collected from 707 RN-BSN senior students in 21 universities. The research instrument, which was developed after in-depth interviews with 13 RN-BSN students, consisted of 10 curriculum objectives, 34 cultural courses, 48 major courses, three questions on clinical practicum, and teaching methods for 5 required courses. Result: The curriculum objectives selected by the RN-BSN students were problem solving, clinical applicability, critical thinking, creative thinking, and decision making. They wanted cultural courses such as English, understanding of human behavior, social welfare, women's studies, psychology, nutrition science, leadership, recreation, computer applications, exercise and health. They wanted major courses to include the nursing process, nursing research, health assessment, advanced adult nursing, infection control, spiritual/hospice nursing, and nursing of cancer patients. They responded that a clinical practicum was not necessary. They wanted to experience various teaching methods according to particular characteristics of subject being taught. Conclusion: This study suggests some recommendation for improvement of the curriculum based on the needs of RN-BSN students.

• 영어어문교육
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• 제16권3호
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• pp.253-268
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• 2010

Robert Lowell is one of the major poets in the modern American poetic world. His major work, Life Studies, is a representative of confessional poetry. It presented American spiritual civilization and universality for life from the late 1950s to 1960s. It dealt with the subject of the poet's private life under the psychological pressure. Lowell described his distinctive vision of the relationship of painful world and suffering self in his poetry. An important feature of his confessional poems was the criticism on modern civilization by means of characterization. Life Studies was written as a kind of therapy to overcome his early trauma, as well as the social problems of contemporary Americans which Lowell was confronted with. Through his personal experiences, Lowell exposed and judged the collapse of traditional value and moral confusion in the society. Therefore, he is a poet who opened his own world of poetry with his poetic achievements.

• 수산해양교육연구
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• 제28권6호
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• pp.1673-1682
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• 2016

The paper is the principle of a curriculum, a recent method of teaching-learning in pedagogy, and intended for the exploration of the meaning of which reconstructs curriculum by narrative through practical exploration and narrative being discussed as the form of exploration. To date, Korean education showed an inclination of the traditional paradigm centered thinking and has emphasized the results by the method of scientific investigation. Even a curriculum reconstruction demonstrates documents that produce results without actually demonstrating the actual school setting. With communication one another is becoming increasingly important, we need the conversion of cognitive thinking that can express dilemma, contradictions, and complexities of the human world of which unexplainable by traditional paradigm mindset. Ultimately, the exploration of the direction that reflects a series of verbal, symbolic, and spiritual activities, which analyze lives of students, understanding and composing the meaning by using narrative, which talks about the experience of the human world in curriculums, is an important task for us.

• 영어어문교육
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• 제9권1호
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• pp.189-203
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• 2003

This paper attempts to prove Dickens's hopeful view of the future in his last completed novel Our Mutual Friend. This novel has been usually regarded as one of the "dark" novels, "dark" in the sense of viewing social reality and the future negatively. However, although it has the dark descriptive color of society typical in Dickens's later novels, it still contains some elements that point to a better future. To prove this positive view of future, this paper will disentangle the intricate narrative structure of Our Mutual Friend and find out the true meaning of the dust--money. In addition, it will investigate how people react to dust(-like money). From a close study of several characters' lives, it will testify that the dark world of Our Mutual Friend, in the end, could be a world of regeneration, a world that will lead to a better future.

• 문화기술의 융합
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• 제8권3호
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• pp.377-384
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• 2022

교육이 이루어지는 현장에서 자발적이든 비자발적이든지 간에 학습자의 참여는 모든 교수-학습의 기본적인 전제가 된다. 지금까지 행동주의나 인지주의적 교육심리학은 교수-학습 이론의 발달에 상당한 도움을 준 것은 사실이지만 학습자의 학습유형에 따른 학습자 중심의 교육을 실시하는 부분에는 크게 도움이 되지 못한 것도 사실이다. 학습자의 학습유형에 따른 학습자 중심의 교육을 대학의 상황에 맞추어 적용하는 것은 결코 쉬운 일이 아니며 그 방법론을 교육현장에 적용하는 것에 어려움을 겪는 것이 오늘날 대학 교육의 현실이다. 현재, 신학대학에서 전문적인 신학지식과 통찰력을 가지고 목회 현장의 어려움과 문제들을 진단하고 해결하는 지식을 스스로 갖추도록 하며, 더 나아가 미래 사회를 이끌 수 있는 영적 지도력을 갖추도록 학생들을 교육시키는 것은 점점 어려운 현실이다. 학생 개개인의 특성을 이해하고 그들의 학습유형에 맞게 교수해야 함을 알고 있음에도 불구하고, 실행이 어려운 것은 학습자 개개인이 서로 다른 능력, 조건, 문화적 배경을 갖고 있으며 특별히 다양한 학습유형을 지니고 있기 때문이다. 이런 점에서 개인의 학습 효과를 높이기 위해서는 학생의 학습유형을 고려한 개별 학습이 효과적이라 할 수 있다.

• 기독교교육논총
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• 제68권
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• pp.375-415
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• 2021

기독교 영성교육에 대한 관심은 날이 갈수록 증가되는 추세에 있지만, 한국교회 현장의 영성교육은 개신교 전통에 따른 선명한 교육목적의 제시가 없는 가운데 교육내용과 방법이 파편화되어 있는 실정이다. 그러므로 엄밀한 학문적 방법에 의거하여 개신교 영성교육의 목적을 정립하고 그것에 맞는 교육의 내용과 방법을 찾아내는 연구가 필요하다. 이 필요성에 따라 수행된 본 연구는 개신교 영성의 핵심정신을 찾아 교육목적으로 삼고 그 목적을 구현할 수 있는 개신교 교유의 영성교육 내용을 찾아 그것을 오랜 역사를 가진 그리스도교 영성수련들과 유기적으로 통합한 하나의 창의적 영성교육 모형을 제안하는 것을 목적으로 한다. 먼저 교육목적의 설정을 위해서 개신교 대표지도자 루터(Luther), 칼빈(Calvin), 그리고 웨슬리(Wesley)의 '믿음의 삶'에 대한 가르침을 고찰하였다. 그 가르침 안에서 '개신교 영성'의 핵심정신으로서 '자유케 됨'(liberated-ness)의 정신을 발견하여 교육목적으로 삼고, 로마가톨릭교회의 '은혜' 개념과는 다른 개신교 특유의 '은혜의 방편' 전통을 발견해 내어 '자유케 됨'을 구현하는 교육내용으로 삼았다. 그리고 '자유케 됨'이 이루어지는 기전을 다음의 세 개의 창의적 개념으로 설명한다. 신자의 '자유케 됨'은 하나님에게서 나오는 '자유케 하는 의지'(liberating will)로 시작되며, 신자는 '자기를 드리는 의지'(self-giving will)로 이에 응답하게 되는데, 이 두 의지가 만나는 접촉점이 '믿음의 생명막'(the living membrane of faith)이다. 이 기전을 기초로 삼아 구성된 '자유케 됨의 실천' 영성교육 모형의 교육목적은 학습자가 삶 가운데 하나님과의 인격적 '만남'을 가지며 점점 더 '자유케 됨'을 누리는 가운데 더 충성스럽게 이웃을 자유케 하는 사람이 되어가는 것이다. 학습자와 교사의 관계는 쉐릴(Sherrill)의 인격적 '만남'의 관계이며 김현숙의 '공유적 권위'를 갖는 관계이다. 교육내용은 쉐릴의 '만남'의 성경묵상과 다익스트라(Dykstra)의 '실천들', 그리고 개신교 '은혜의 방편'의 다섯 영역과 연계된 그리스도교의 영성수련 다섯 가지를 채택하여 그것을 개신교의 '자유케 됨'의 원리로 변형한 것이다. 이 영성수련들의 새로운 명칭은 '만남의 렉시오 디비나,' '주님향함기도,' '서로-영적방향잡기,' '자유마중섬김,' 그리고 '자유성찰기도'이다. 교수-학습과정은 다익스트라가 학습자 중심의 실천을 돕는 데 사용한 코칭과 멘토링의 과정이다. 교육환경은 무어(Moore)의 '성례전적 공동체'를 지향하는 인적 환경에 중점을 두며, 평가는 학습자 스스로 평가하는 것을 기본으로 한다. 본 교육모형은 그리스도교 역사 안의 주요 영성수련 내용들을 명시적으로 개신교의 '자유케 됨'의 영성으로 변형하여 교육하는 길을 제시함으로써 초대교회 때부터 이어지는 그리스도교 영성수련의 맥을 개신교 교회에서 창조적으로 계승하여 나갈 수 있게 해 준다는 의의를 갖는다.

• 한국문헌정보학회지
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• 제23권
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• pp.63-106
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• 1992

The opening period of Korea was the period of modernisation amidst the conflicts between conservative and progressive sections with penetration of Western powers after 1876. With the opening modernisation accompanied modernisation of education. Missionary schools established by protestant missionaries played a crucial role in educational modernisation in the period of opening. In this article, the process of educational modernisation and the ways in which the ideas of democracy and equality were taught in the earliest schools, Paejae, Ewha, Kyoungsin and Chungsin are analysed through the method of bibliographical investigation of the textbooks used by these schools. No textbook prior to 1900 was found and in general there were no textbooks such as we know today. Usually English reading material and the Bible were the main teaching materials. Teachers kept their own copies of hand-written texts which were translated versions of American textbook. Since the same teacher taught in a number of schools, they shared same curriculum. In the early period, English Bible was taught so that English and the Bible lessons were not separated but gradually history and geography were added. Teaching of Hangul, and Korean history were added to encourage the sense of national identity and patriotism. In the case of Chungsin, for biology class, pupils were sent to Che-jung-won to learn human physiology, chemistry and physics, which shows an emphasis on science education. Vocational education was carried out; in the case of Paejae, a printing workshop was set up enabling students to earn some money at the same time as learning. Also in Kyungsin, skills of woodwork and basket weaving were stressed. Ewha also held a bazaar of the work made in sewing classes. Establishment of missionary schools brought about a great contribution in modernising Korean society and the Christian spiritual education of these schools lay the foundation for building democracy in Korea.

• 대한간호학회지
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• 제37권5호
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• pp.655-664
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• 2007

Purpose: The purpose of this study was to investigate RN-BSN students' clinical nursing competency in order to establish baseline data for developing nursing competency based clinical education for RN-BSN students. Method: A survey of 1,453 RN-BSN students from 21 nursing schools was conducted using a self administered questionnaire. Result: The mean score of the clinical nursing competency was 2.93. The scores for competency were shown as 2.91 for nursing management, 2.94 for developing professionalism & legal implementation, 2.95 for critical thinking, 2.96 for teaching & leadership, and data collection, basic nursing care, and communication were above 3.00. The items perceived as insufficient competency were physical examination and observation & monitoring in data collection, cardiopulmonary resuscitation, psycho-social care, spiritual care, hospice in basic nursing care, application of knowledge and theory, formulating nursing diagnosis, nursing care planning in critical thinking, education material development, leadership, delegation in teaching and leadership, analysis of organization, planning, infection control, role & job description, evaluation of nursing activities in nursing management, quality improvement, and research in developing professionalism and legal implementation. Conclusion: This study will contribute to developing a nursing competency based on clinical education for RN-BSN students who have various education needs and clinical backgrounds.

• 영어어문교육
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• 제15권3호
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• pp.333-351
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• 2009

R.W.B. Lewis called Greene's three novels - Brighton Rock, The Power and the Glory and The Heart of the Matter - Greene's 'trilogy'. Greene was paid full attention by many readers and many critics after publishing these Catholic novels. The themes and plots of his Catholic novels are unique and beyond those of traditional Catholicism. Greene is always willing to stand on the edge of reality. He always conflicts with the reality and eagerly searches for a higher, more spiritual dimension. If we view Greene's protagonists from an open-minded viewpoint, Pinkie of Brighton Rock will be saved at the mercy and grace of God in spite of being evil. Whiskey Priest of The Power and the Glory is worthy of being called a saint in spite of his drunkenness and adultery. Scobie of The Heart of the Matter will be within God's grace in spite of his suicide. The reason all protagonists are saint-like is clear and simple because they all have faith and sacrifice themselves to obey God's first commandment, to love others. To summarize the theme of Greene's 'trilogy', we can say that love is the most valuable in the world. God has mercy for all human beings. The protagonists love God and they love others. In fact, Greene's faith is found in his love of human beings and God.