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초록· 키워드
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The 100’th ceremony of 3.1 independence movement for the recovery of Korea’s national sovereignty happens around the country in this year. In 3.1 independence movement Namgang (nickname of Seung Hun Lee) played a key role as a leader among many patriots in those days. And he established a modernized school with name of the Oh-San in 1907 to equip leaders for the independence of the country. And in 1910 he changed Oh-San school into christian school to equip christian leaders. This article researches his character education in Oh-san school and his entire life. He taught the following`s characters as educational contents; faith, patriotism, justice, trust, humility. His character education based on christian faith to love the oppressed people of his own country with justice, trust, and humility.
The methods of Namgang’s character education are character of teachers, practices of himself, educational environment, and governance. Namgang had an active mind to invite many famous teachers around country with faith and patriotism. They taught their students the consciousness for independence of the oppressed people. Namgang practiced by himself to clean around a school, village, and even prison’s room. And he had a mind to thinking importantly an educational environment of school to study hard for student’s and country’s future. Finally, Namgang had a good governance leadership for his independence movement and his school management by working with his colleagues, village peoples, even many different religious men of Chondogyo, Buddist.
In these days, Namgang’s character and education show us the way for our desirable life to a christian and a civilian in individualistic life ages by the 4th industrial revolution.
The methods of Namgang’s character education are character of teachers, practices of himself, educational environment, and governance. Namgang had an active mind to invite many famous teachers around country with faith and patriotism. They taught their students the consciousness for independence of the oppressed people. Namgang practiced by himself to clean around a school, village, and even prison’s room. And he had a mind to thinking importantly an educational environment of school to study hard for student’s and country’s future. Finally, Namgang had a good governance leadership for his independence movement and his school management by working with his colleagues, village peoples, even many different religious men of Chondogyo, Buddist.
In these days, Namgang’s character and education show us the way for our desirable life to a christian and a civilian in individualistic life ages by the 4th industrial revolution.
목차
Ⅰ. 서론
Ⅱ. 인성교육의 목적
Ⅲ. 인성교육의 내용
Ⅳ. 인성교육의 방법
Ⅴ. 결론
Abstracts
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UCI(KEPA) : I410-ECN-0101-2019-230-000725865