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도덕·윤리과 교육의 학제적 접근의 정착과정: 도덕·윤리과 중등 교사 양성을 위한 교육과정 및 이수과목을 중심으로 : The Establishment of Interdisciplinary Approach for the Secondary Moral and Ethics Education in Korea

DC Field Value Language
dc.contributor.author정세구-
dc.date.accessioned2010-12-15T22:27:57Z-
dc.date.available2010-12-15T22:27:57Z-
dc.date.issued2004-
dc.identifier.citation사대논총, Vol.68, pp. 113-134-
dc.identifier.issn1226-4636-
dc.identifier.urihttps://hdl.handle.net/10371/71629-
dc.description.abstractThe secondary school subject of moral and ethics education in Korea, SInce it's

entering into the formal courses of study upon the 3rd curriculum amendment in 1975,

has paved the way to the establishment of interdisciplinary approach, particularly since

the middle of nineteen eighties.

The purpose of this study is to examme how much of interdisciplinary characteristics

appeared in terms of the teacher training curriculum for moral and ethics education and

the selection of required subjects for the acquisition of teacher certificate. This study IS

to point out three main events for the establishment of interdisciplinary approach.

First, a nation-wide seminar which was held in 1985 through the attendance of all

the professors belonging to the department of National Ethics Education decided the

formation of teacher training curriculum that contained three groups of interdisciplinary

courses, i.e.,humanity, social science plus ideology problems peculiar to Korean situation.

Second, the ministry of Education notified in 1994 the courses for the acquisition of

teacher certificate eligible for the teaching secondary moral education on interdisciplinary

principle. The courses included 'Korean Ethical Thought', 'Ethics', 'Theory of Democracy',

and 'Education for the Unification of Korea'. The first two courses were categorized

into the field of humanity and the latter two were categorized into the field of social

SCIences.

Third, the ministry of Education notified agam on interdisciplinary principle in 2000

three groups of the courses for the acquisition of teacher certificate eligible for the

teaching secondary moral education. The first group designated one compulsory course

named 'Theory of Moral and Ethics Education' in terms of subject matter education

area. The second group designated two courses of selection from the five courses of humanity nature including 'General Theory of Ethics', 'Oriental Thought of Ethics',

'Western Thought of Ethics', 'Korean Thought', and 'Reading of Ethics Classic'. The

third group designated two courses of selection from the five courses of Social Sciences

including 'Theory of Democracy', 'Theory of National Security', 'Theory of National

Unification', 'Theory of Democratic Citizenship Education', and 'Moral Psychology'.
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dc.description.sponsorship본 연구는 서울대학교 사범대학 발전기금으로 이루어졌음.-
dc.language.isoko-
dc.publisher서울대학교 사범대학-
dc.title도덕·윤리과 교육의 학제적 접근의 정착과정: 도덕·윤리과 중등 교사 양성을 위한 교육과정 및 이수과목을 중심으로-
dc.title.alternativeThe Establishment of Interdisciplinary Approach for the Secondary Moral and Ethics Education in Korea-
dc.typeSNU Journal-
dc.contributor.AlternativeAuthorChung, Sae-gu-
dc.citation.journaltitleJournal of the College of Education (사대논총)-
dc.citation.endpage134-
dc.citation.pages113-134-
dc.citation.startpage113-
dc.citation.volume68-
Appears in Collections:
College of Education (사범대학)Center for Educational Research (교육종합연구원)교육연구와 실천Journal of the College of Education (師大論叢) vol.68 (2004)
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