• 동양고전연구
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• 제72호
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• pp.265-298
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• 2018

본고는 18세기 호남의 대표적인 유학자인 존재(存齋) 위백규(魏伯珪)(1727~1798)의 사회개혁론 가운데 교육개혁론에 대한 내용과 의미를 검토하고, 이에 대한 도덕교육적 함의를 제시한 것이다. 영(英) 정조(正祖) 시대를 관통하며 삶을 영위하였던 위백규는 당시 사회의 모순과 문제점의 원인을 도덕의 부재로 진단하고, 사회적 폐단을 극복하는 방안의 중심으로 학교 교육의 개혁을 강조하였다. 위백규가 구상한 교육개혁론은 학교의 체계 개편을 중심으로 아동교육부터 고등교육에 이르는 과정을 체계화하는 것이었으며, 학교 교육을 인재 선발과 연동하여 구체화하는 것이었다. 그의 교육개혁론에서 가장 중심이 두어진 것은 도덕적 자질의 배양이었다. 그는 학교 입학부터 교육과정의 이수 과정에서 무엇보다 도덕적 품성의 배양과 실천을 강조하였으며, 입학 과정에 지역민들의 의사를 반영하는 체계를 제시하여 향촌 교화의 중심으로서 학교가 자리 잡도록 하였다. 도덕 교육을 근간으로 학교의 체계를 구체화하고, 나아가 교화와 인재 등용의 중심으로 학교 체계 및 교육 내용을 체계화한 그의 교육개혁론은 인성 교육을 근간으로 내면의 도덕성 함양과 실천을 강조하는 현행 도덕 교과의 교육과정에 시사하는 바가 적지 않다고 할 수 있다. 본고에서는 이러한 내용을 중심으로 위백규의 시대 인식과 사회개혁론의 대체, 그리고 그의 교육개혁론의 근거가 되는 교육 현실에 대한 진단과 개혁론의 구체적인 내용을 정리하고 검토하였다. 그리고 이를 기반으로 현행 도덕과 교육과정에 주는 의미를 시론적(試論的)으로 제시하였다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제11권1호
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• pp.53-63
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• 2007

Mathematics curriculum reform is very important, and it can be understood well by power. This paper uses the extended Foucault's power theory as foundations to view mathematics curriculum reform. The research's case is China's ongoing mathematics curriculum reform. Through analyzing the power relationships in China's ongoing mathematics curriculum reform, the paper thinks that power's balance is very important in mathematics curriculum design, because it will affect the designed curriculum.

• 한국과학교육학회지
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• 제35권4호
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• pp.773-790
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• 2015

Conducted as an ethnographic examination of science teaching and learning in an Innovative Middle School in Korea, this study employs sociocultural theory to examine how structures afford and limit student participation in an innovative school designed to promote student-centered learning. Data includes teacher and student interviews, student responses to a questionnaire, classroom observations, and analysis of video recordings of ten lessons in two in two 8th grade science classes. Using structure|agency dialectic theory, we identify and describe some structures that afford and limit teacher and student agency at the micro (science classrooms), meso (school), and macro (Korean society) levels to raise some questions about current reform measures, such as innovation schools, that seek to position classroom teachers as agents for change in science education reform in Korea. Findings suggest that while teachers and school administrators play an essential role in structuring learning opportunities at the meso and micro levels, they have limited agency to address structural constraints originating at the macro-level, which can negatively impact teaching and learning in the science classroom. We offer implications for policy and practice and argue the need for more qualitative research, informed by sociocultural theory, to inform science education reform efforts in Korea.

• 한국지구과학회지
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• 제23권2호
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• pp.194-206
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• 2002

This article describes the major themes to change in historical and philosophical perspectives of science education that lead the US and Korean science curriculum reform movements since 1957. Inquiry teaching and criticism of teaching science as inquiry in the late 1950s and the 1960s, Science-Technology-Society (STS) Curricula, and Science Literacy and the 1980s science literacy crisis are discussed. In the US, three major curricular projects as responses to the scientific literacy crisis are exemplary such as the Project 2061 sponsored by the American Association for the Advancement of Science, the Project on Scope, Sequence, and Coordination (SS&C) initiated by the National Science Teachers Association (NSTA), and the National Science Education Standards (NSES) published by the National Research Council. To identify how each set of national content standards differ, we compared specific content standards related to the theory of plate tectonics in Earth and Space science in grades 9-12 over the three national standards: Benchmarks of AAAS, NSES of the NRC, and SS&C of the NSTA. Against this historical background of the US science education reform movements, the curriculum reform movements in Korea is briefly discussed. In general, Korean science curriculum reform movements have reflected and resembled the recommendations of the US reform movements. In addition, it is important to note that throughout the history of curriculum revision in Korea, there have been continuing pendulum swings between a theoretical, discipline-centered curriculum and a liberal, humanistic, and student-centered curriculum, which pays more attention to students in terms of their interest and psychological preparedness. In conclusion, the sixth and seventh national science curriculum revisions reflect rather a student-centered movement by reducing technical and sophisticated topics, taking constructivism learning theory into consideration, and adding more STS related topics.

• 한국사회복지학
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• 제63권1호
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• pp.343-368
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• 2011

이 연구는 정부의 국민연금기금 지배구조 개편안을 비판적으로 해석하고 대안적 개편 방향을 모색하고자 한 것이다. 우선 수익성과 금융적 전문성 강화를 기조로 하는 정부 개편안의 이론적 기반이자, 최근 들어 공적 연기금 지배구조에 관한 논의에서 주류를 이루는 대리인 이론에 대해 비판적으로 검토하였다. 이어서 공적연기금 거버넌스에서 대리인 이론을 바로 적용하기보다는 민주주의 원칙이 핵심이 되어야 한다는 입장에서, 공적 연기금 지배구조 구성 원칙을 기존과는 다른 방향에서 재구성하였다. 이런 대안적 원칙을 기반으로 정부가 내놓은 국민연금기금 지배구조 개편안을 평가하였다. 정부 개혁안은 공적연기금 지배구조의 민주주의 원칙을 후퇴시킬 뿐만 아니라, 개혁의 명분으로 내세우는 연기금의 정치적 자율성을 확보를 위해서도 결코 적절한 대안이 아니며, 금융시장으로부터의 독립성을 저하시킨다. 따라서 대리인 이론에 의거한 원칙들을 그대로 적용하기보다는, 민주주의 원칙에 충실한, 국가와 시민사회의 협치구조 구성을 핵심으로 하는 방향의 국민연금기금 지배구조 개편안이 제시될 필요가 있다.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제3권2호
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• pp.89-101
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• 1999

The reform movements of current mathematics education have based on several major ideas, in order to provide a new vision of the teaching and loaming of mathematics. Of the ideas, the motto of communication of mathematics appears to be a significant factor to change teaching practices in mathematics classroom. Through Vygotsky's sociocultural theory, the psychological background is presented for both supporting the motto and extracting important suggestions of the reform of mathematics education. The development of higher mental functions is explained by internalization, semiotic mediation, and the zone of proximal development. Above all, emphasis is put on the concepts of scaffolding and inter subjectivity related to the zone of proximal development. Seven implications are proposed by Vygotsky's sociocultural theory for the new forms of the teaching and learning of mathematics.

• 기술혁신연구
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• 제13권3호
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• pp.153-173
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• 2005

The Office of Science and Technology Innovation (OSTI) was created by a different method of organizational change from that of precedent administrative reforms. According to results of the new method, the OSTI case can be widely applied to other ministries as an alternative model for governmental reform. The theory part introduced two approaches of organizational reform, namely structural approach which focuses on the level of hierarchial authority and process approach which emphasizes the flow of information/expertise in organizational operation. It also discussed various ways of understanding for S&T policy coordination. After this, the paper reviewed details of the OSTI reform with special reference to implications for the mode of S&T policy coordination. It concludes that the OSTI may offer an opportunity to strengthen the coordination mechanism of the process approach.

• 한국콘텐츠학회:학술대회논문집
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• 한국콘텐츠학회 2008년도 춘계 종합학술대회 논문집
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• pp.356-360
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• 2008

As a seedbed for American Public Administration, Traditional Reform Perspective (TRP) produced Wilsonian formulation of administrative science in modern academic setting. From the beginning of the second half of the twentieth century, ideas were transported into Public Administration scholarship. New Reform Perspective (NRP) entails a belief that these reasonings are largely based on assumptions of Economics. Looking into this belief is a necessary condition, if not a sufficient one, for answering the question: Does NRP hold in the study of administration? This initial reading, though somewhat primitive, tries to set up a proposal for identifying a meaningful context for understanding the situation. As a representative version, Wilson's original perspective must be reconsidered in order to articulate the field of study within traditional reform context. According to NRP, new administrative theories are the results of the influence of economic reasoning into the field of Public Administration. Therefore, rereading of Tiebout's 'Pure Theory' and Ostrom, Tiebout and Warrens's 'Theoretical Inquiry' is a prerequisite to satisfy this particular condition.

• 영어영문학
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• 제56권2호
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• pp.255-276
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• 2010

Despite some critics' efforts to highlight Shelley's political fruitfulness, they tend to disregard meaningful differences that Shelley has from other Jacobin radicals of his times. Accordingly, the critics tackle his apparent incoherence revealed in A Philosophical View of Reform; the first two sections contain a keen insight into the socio-political injustice prevalent in Britain and the reasons behind it, while the third section withdraws from the previous radical position and settles with a moderate electorate reform. This paper argues that recent developments in post-structuralist and post-Marxist theory help to clearly assess Shelley's political position. Emphasizing that the Jacobin concept of revolution is incompatible with the plurality and opening which a radical democracy requires, post-marxists such as Ernest Laclau and Chantal Mouffee claim that a more viable form of political resistance is to expose repression and force involved in hegemonic articulations. For them, dislocation, a distabilization of a discourse that results from the emergence of events which cannot be domesticated, symbolized, or integrated within the discourse, opens up the possibility of freedom for agents. A Philosophical View of Reform is an attempt to dislocate the discourses of monarchy and paper money by exposing their social and historical constructiveness and their repressive exclusion of alternative discourses. The political goal of this essay is to awaken subjects within a hegemonic structure by decentering the structure and to make them act by stimulating new discoursive constructions.

• 대한수학교육학회지:수학교육학연구
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• 제11권1호
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• pp.11-35
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• 2001

Many teachers report familiarity with and adherence to reform ideas, but their actual teaching practices do not reflect a deep understanding of reform. Given the challenges in implementing reform, this study intended to explore the breakdown that may occur between teachers' adoption of reform objectives and their successful incorporation of reform ideals. To this end, this study compared and contrasted the classroom social norms and sociomathematical norms of two United States second-grade teachers who aspired to implement reform. This study is an exploratory, qualitative, comparative case study. This study uses the grounded theory methodology based on the constant comparative analysis for which the primary data sources were classroom video recordings and transcripts. The two classrooms established similar social norms including an open and permissive learning environment, stressing group cooperation, employing enjoyable activity formats for students, and orchestrating individual or small group session followed by whole group discussion. Despite these similar social participation structures, the two classes were remarkably different in terms of sociomathematical norms. In one class, the students were involved in mathematical processes by which being accurate or automatic was evaluated as a more important contribution to the classroom community than being insightful or creative. In the other class, the students were continually engaged in significant mathematical processes by which they could develop an appreciation of characteristically mathematical ways of thinking, communi-eating, arguing, proving, and valuing. It was apparent from this study that sociomathematical norms are an important construct reflecting the quality of students' mathematical engagement and anticipating their conceptual learning opportunities. A re-theorization of sociomathematical norms was offered so as to highlight the importance of this construct in the analysis of reform-oriented classrooms.