지원사업
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
Both country, Korea and Japan has Dado(Tea-ceremony) culture to enjoy their life. To become proficient at Dado culture, not Cha culture(Tea-culture) we should take a course. The course that I mentioned called the Dado Education. The Dado Education is now in progress for human education, specialization in culture, liberal education and vocational education at school. It is currently under the way as part of general education and vocational training at the other educational institution as well. The Dado was just one of refinement before but now it is getting very important as a human education side and we facing with a problem slowly for lack of theorization to institute the Dado as school education at this moment.
In Japan, They maintained Dado education sustainedly from Meiji era until now. Their Dado education has quite positive part for refinement cultivation and cultural transmission, and it is doing much to introduce culture of Japan in the world.
To think about our situation through Japan’s case, we need to focus on importance of development for Korean Dado to make it as a ‘Dado study’. We should look back current situation of Korean Dado for the better to educate Dado education harmoniously and to develop vocational education, cultural transmission and general education at school. I think we can try to find out development phase for korean Dado with comparison of Japan’s Dado education.
In Japan, They maintained Dado education sustainedly from Meiji era until now. Their Dado education has quite positive part for refinement cultivation and cultural transmission, and it is doing much to introduce culture of Japan in the world.
To think about our situation through Japan’s case, we need to focus on importance of development for Korean Dado to make it as a ‘Dado study’. We should look back current situation of Korean Dado for the better to educate Dado education harmoniously and to develop vocational education, cultural transmission and general education at school. I think we can try to find out development phase for korean Dado with comparison of Japan’s Dado education.
목차
〈Abstract〉
1. 서론
2. 한국의 다도교육과 문화의 재창조
3. 일본다도교육과 다도의 대중화
4. 한·일 다도교육의 비교
5. 결론
?考文?
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UCI(KEPA) : I410-ECN-0101-2014-700-002479163