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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 한국기독교교육정보학회 Journal of Christian Education & Information Technology Journal of Christian Education & Information Technology Vol.5
- 발행연도
- 2004.4
- 수록면
- 133 - 155 (23page)
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This paper explores the educational methodology of Comenius through his educational ideas in his writings. He was indebted to the intellectual legacy of various thinkers of the humanistic ideal, the spirit of Reformation, and scientific thinking all which were applied to his educational theory. The philosophical, theological, and scientific principles which he adopted were the mam source of the formation and the background of his educational thinking. He developed his own unique methodology and its characteristics during the transition from classical learning and philosophy to modern thought and natural science.
The first characteristic of his educational methodology focused on the universe and the analogy of nature, regarding the growth and development of human beings in nature. He created a methodology in accordance with nature, which instead of doing violence to natural processes, he cooperated with them Accordingly, he compared phases of human development with the formative processes of nature by arguing harmony between man and nature, and attempted to interpret nature at the level of human activity and to include man in the formative mechanisms of nature itself. For example he describes three ways of analyzing anything: 1) the Analytic-by separating them; 2) the Synthetic-by putting them together; and 3) the Syncritic-by comparing them with others.
The second characteristic which he elaborated was a methodological system of a triadic or trinity nature which he would use as a framework of interpreting various phenomena. His triangular system was developed, with his religious belief, and this work was organized by a universal method of human thought in general. His system argued that the universal trinity and converging lines revealed both an ascending growth of human knowledge and trinitarian transformation process of all mankind. As a conclusion he made his own philosophical methodology using the universal principles of nature and the Christian trinitarian system which is based upon the parallel streams of intellectual, moral, and spiritual integration of human beings.
The first characteristic of his educational methodology focused on the universe and the analogy of nature, regarding the growth and development of human beings in nature. He created a methodology in accordance with nature, which instead of doing violence to natural processes, he cooperated with them Accordingly, he compared phases of human development with the formative processes of nature by arguing harmony between man and nature, and attempted to interpret nature at the level of human activity and to include man in the formative mechanisms of nature itself. For example he describes three ways of analyzing anything: 1) the Analytic-by separating them; 2) the Synthetic-by putting them together; and 3) the Syncritic-by comparing them with others.
The second characteristic which he elaborated was a methodological system of a triadic or trinity nature which he would use as a framework of interpreting various phenomena. His triangular system was developed, with his religious belief, and this work was organized by a universal method of human thought in general. His system argued that the universal trinity and converging lines revealed both an ascending growth of human knowledge and trinitarian transformation process of all mankind. As a conclusion he made his own philosophical methodology using the universal principles of nature and the Christian trinitarian system which is based upon the parallel streams of intellectual, moral, and spiritual integration of human beings.
목차
Ⅰ. Introduction
Ⅱ. The Foundations of His Methodology
Ⅲ. The Natural Methodology
Ⅳ. The Trichotomic System
Ⅴ. Conclusion
BIBLIOGRAPHY
ABSTRACT
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