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주제분류
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자연과학 일반 물리학 생물학 생활과학 수학·통계학 천문학 지구과학 화학 기타 자연과학
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공학 일반 건축공학 기계공학 산업공학 재료·에너지공학 전기전자공학 조선해양공학 화학공학 컴퓨터학 기타공학
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학제간연구 과학기술학 뇌인지과학 기술정책 기타 복합학

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논문 기본 정보

자료유형
학술저널
저자정보
저널정보
영남신학대학교 신학과 목회 神學과 牧會 제27집
발행연도
2007.4
수록면
211 - 251 (41page)

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초록· 키워드

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This article starts from the problem of conformity in public education. Since public school began at the Preussen, public school have been characteristics of regularity and predictability as conformity. And from the second half of twenty century, public school have a tendency not to teach religions by nation's educational policy. As a reaction to these characteristics and tendency, many alternative schools were established all over the world. This article is to study a learning of creativity and diversity to overcome conformity of public school. For this purpose, this article explored Tolstoy School as an alternative school. Tolstoy School was explored to its meaning and implications for alternative school of present times. Of course Tolstoy School was established by a novelist Leo Tolstoy in his hometown of a Yasnaya Polyana. This is the reason which is called to Yasnaya Polyana school. Tolstoy was influenced by educational thoughts of Jean J. Rousseau, Konstantin Ushinsky, and Jean H. Pestalozzi. These thoughts are the children's individual experience from Rousseau, one's mother tongue from Ushinsky, the learning by intuition from Pestalozzi. By these influences, Tolstoy School became organized as a school with a educational system. Tolstoy School's an educational aim was different from another school's educational aim in those days which had an educational aim as means. Tolstoy School's an educational aim is spontaneity for a deeper understanding and a self-directed learning. Spontaneity is an alternative concept to the conformity and is related with curiosity and interesting of a student. Tolstoy School's contents are reading, writing, arithmetics, and religion. Because of another various subject matters were taught by integration with religion, students were learned by an integrative curriculum. And Tolstoy published a text which is called 'Azbuka' for teaching a Russian alphabet. Tolstoy school's teaching methods are on the basis of a relationship with love between teacher and student. And they are emphasized dialogical and discussive method for reflective thinking capabilities. And the method is an educational method that have no punishment and have relationship with daily life which is harmonious with among min , heart, and hands. Tolstoy school's adminstration and evaluation are on the basis of a self-regulation system by students and of a flexible time table and of no regular test. If a student had any interesting subject matter, he/she had a long time class on the one subject matter. Tolstoy school in present times have a various meanings. First, The beginner of alternative school in an educational history is Tolstoy not Maria Montessori, Rudolf Steiner, A. S. Neil. Second, Learners are not a vacant bowl but a participative and active being. And the authority to decide about learning is put on learners not any others. This has an implication about self-directed learning in a modern education. Third, By a power shift from teacher-centered learning to learner-centered, a teacher's self-image is emphasized an image as enabler, facilitator, helper, guide, and mediator. The important role for a teacher in these images is caring for students. Fourth, there is a meaning of the inter-disciplinary or multi-disciplinary a proach to the religious education in a general school. Fifth, a cooperative learning not competitive and a project methods rather than memory are recommended. Sixth, school's system can have a non-grading for learning and a governance by cooperation amo g school, student, parent, and a regional society. Seventh, Evaluation system suggests a narrative descriptions, a self-evaluation rather than a form of truth or false. Finally, Through study of Tolstoy school and an other alternative schools, a various forms of school system and educational approaches needs to be attempted in present times.

목차

Ⅰ. 서론
Ⅱ. 톨스토이의 교육역사
Ⅲ. 톨스토이의 교육사상
Ⅳ. 톨스토이의 대안학교
Ⅴ. 톨스토이의 대안학교의 현대적 의미
Ⅵ. 결론
참고문헌
〈Abstract〉

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