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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
Korean traditional society is defined as the period from the Three-country period to 1897 before kojong declared the change in country name to Daehan Empire. Prior to Three-country period the outline of existing education consisted of life training, religious education, military training, and production training. After the Three-country period, through buddhism, advanced religion and philosophical thought began to form. Furthermore, school education began through confucianism an therefore buddhism and confucianism have had an absolute influence on the formation of the korean values.
This study will focus on investigating the reality of the educational insight of Koreans by observing early childhood educational thinking at different time periods in traditional Korean society and presenting contemporary educational tasks.
The conclusion based on reference studies regarding the focus described above is as follows:
From the Three-country period to the koryo dynasty, it is believed that care and education were based solely on the teachings confucianism and/or buddhism. Also during the chosun dynasty education was informal in nature and was considered to begin with prenatal influence. It was also observed that prenatal influence of the father was emphasized as strongly as that of the mother.
Through the view of child and view of child education of traditional korean society based on the view of human being of confucianism, although there was evidence of the respect for children it was not fully practiced and it was observed that the respect for children did not continue into education as child centric thinking.
The focus of education during the chosun dynasty was in moral education. Therefore the ultimate focus was on cultivating well-behaved, educated individuals and moral education was defined as the unity of thought and behavior.
Korea is a country rooted in deep traditions dating back thousands of years and the child was viewed ad a precious member of traditional society. Even so the value system of our ancestors has been largely ignored while we rushed to assimilate to western culture.
Now it is time to put effect into utilizing traditional value systems and thoughts as the foundation of education in research education facilities. It is necessary to foster understanding and pride in our traditional culture beginning from early childhood in order to rise as a leading nation in the world and prepare for globalization.
This is the time to adopt our forefathers beliefs of respecting the child and recognizing prenatal influence and even the fetus as a precious being for the well-rounded development of our children.
The early childhood education of traditional society as discussed above is based on the basic principles recognized today as important in the stages of development such as early education, life training, education by example, and education for specialized development.
Therefore even in respect to contemporary education its application and appropriateness must be recognized. Although child-care methods carried down from traditional societies have diminished, this generation needs to find those methods helpful to the well-rounded development of children in and effort to raise the future leaders of this country.
This study will focus on investigating the reality of the educational insight of Koreans by observing early childhood educational thinking at different time periods in traditional Korean society and presenting contemporary educational tasks.
The conclusion based on reference studies regarding the focus described above is as follows:
From the Three-country period to the koryo dynasty, it is believed that care and education were based solely on the teachings confucianism and/or buddhism. Also during the chosun dynasty education was informal in nature and was considered to begin with prenatal influence. It was also observed that prenatal influence of the father was emphasized as strongly as that of the mother.
Through the view of child and view of child education of traditional korean society based on the view of human being of confucianism, although there was evidence of the respect for children it was not fully practiced and it was observed that the respect for children did not continue into education as child centric thinking.
The focus of education during the chosun dynasty was in moral education. Therefore the ultimate focus was on cultivating well-behaved, educated individuals and moral education was defined as the unity of thought and behavior.
Korea is a country rooted in deep traditions dating back thousands of years and the child was viewed ad a precious member of traditional society. Even so the value system of our ancestors has been largely ignored while we rushed to assimilate to western culture.
Now it is time to put effect into utilizing traditional value systems and thoughts as the foundation of education in research education facilities. It is necessary to foster understanding and pride in our traditional culture beginning from early childhood in order to rise as a leading nation in the world and prepare for globalization.
This is the time to adopt our forefathers beliefs of respecting the child and recognizing prenatal influence and even the fetus as a precious being for the well-rounded development of our children.
The early childhood education of traditional society as discussed above is based on the basic principles recognized today as important in the stages of development such as early education, life training, education by example, and education for specialized development.
Therefore even in respect to contemporary education its application and appropriateness must be recognized. Although child-care methods carried down from traditional societies have diminished, this generation needs to find those methods helpful to the well-rounded development of children in and effort to raise the future leaders of this country.
목차
Ⅰ. 서론
Ⅱ. 한국 전통사회의 유아교육
Ⅲ. 결론 및 논의
참고문헌
〈Abstract〉
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