韓國 靑少年 信念體系의 構造的 側面에 관한 硏究

Abstract

From the theoretical point of view, the present study is an attempt to reinterpret the Rokeachs Dogmatism in relation to rationality. Such an attempt is felt needed not only for breaking through the theoretical impasse obviously facing the Dogmatism theory but also for exploring the direction of practical educational program especially for the youth group. The belief system is defined from the structural aspect, as distinguished from the substantial aspect, referring to how to hold a belief rather than what to believe. Seen from the structural aspect, the belief system can comprise such affective traits as attitudes and personality. The purposes of the study are:l) to develop a conceptual model for describing the structural aspect of the belief system, 2) to describe the general characteristics of the belief system in Korean adolescents, and 3) to search for the practical suggestions for educational activities. An intensive examination was made of The Authoritarian Personality by Adorno, et al,. and of the Dogmatism theory by Rokeach, particularly to derive a cognitive implication from such psychological traits as studied by those investigators, and to explicate the connection between the belief system and education. The conceptual model developed in this study is defined along three criteria: 1) authority mediation, 2) group orientation, and 3) cognitive openness. The belief system is polarized in terms of rational and irrational belief system, i.e., into 1) rational and arbitrary authority mediation, 2) de-ideological and ideological group orientation, and 3) open and closed cognitive perspective. The validity of the model was checked in the light of interview data from 30 high school students (14 boys and 16 girls) on 5 kinds of topics. Even though the sample is not adequate to warrant a generalization, the data seem to suggest that the belief system of Korean adolescents tends more toward irrationality. Further studies are needed to assess the contribution of education for rational belief system, comparing large samples of different educational backgrounds. The data also suggest that permeating all the three criteria of belief system are what may be broadly called "cognitive abilities." In this connection, a serious concern should be given to the social psychological conditions influencing the modes of cognitive activities in a socio-cultural setting, somewhat in line with the Bernstein's theory. Perhaps a more convenient device may be developed for describing the belief system from more detailed descriptive studies in the future.