人間形成을 위한 敎育과 特別活動 : 學校敎育에서의 特別活動의 役割機能을 中心으로 The function of extra-curricular activities from the view of school education = Education and Extra-Curricular Activities for raising Human Being

다국어 초록 (Multilingual Abstract)

'Education for text Formation' means a pedagogical terminology of building up a man of well-fitted development of the whole ability which he possesses, that is, a whole-mended man .
There have been a considerable amount of real educational achievements concentrating on the cultivation of an able man as a whole-minded character and we now have much more conceivable fruits than before. But today's industrialized society in a real sense hears on the target of recovery of humanity to escape from a higher level of alienation mechanism with which a big ,loss of reasonable self-realization may come from. Since such a human-focused education is far from the goal with help of routine practice of the regular subjects alone, we take about thirty years of experience in the dual curriculum system in parallel with extra-curricular activities.
Nevertheless, every school extra-curricular activity indeed loses its way in the curriculum operation and they are all but in the dead angle of pedagogical consideration. It is the current state that we have no comprehensive discussion of the name and no approach to its characteristics or guidelines. In other words, it still remains an unexplored field of educational research and is therefore in need of intensified writings: not only actual practice but scientific access is not found on it.
The present study was performed to seek a reasoning to fling into active and positive use of extra-curricular activities in the human-building school education. Discussions are
subdivided in the following stages: a) the function of school education to build up a ran of whole-minded character, b) true meaning, character and function of extra-curricular activities in the circle of school education, and c) potential problems discovered in uplifted and higher-functioned operation of extra-curricular activities.
The first requisite of all grades of school education should be placed on the fulfillment of both functions. The fundamental and the integrated. The former is to reach different sides of instrumental grades and the latter is the function equipped with the goal for self-realization in a broader sense. Irrespective of the importance of this theorem, a partiality has been the most case without and interrelated cooperation of broth two. This then indicates the appearance of unfairness that adolescence is forced to learn basic skills and knowledge for the preparation of his adult life in future. No consideration of his capability and aptitude may give birth to an obstacle to the need of self-expression and self-realization. If far beyond the integrated function,, we are apt to overemphasize from a position of the other intellectual learning by use of subject courses only. A whole-minded man, of course, cannot be brought up under the environment of such a non-human-building-education. As a result,, the name of extra-curricular activities was born few years ago and many other activities except the normal subject course were then introduced in school education to make an integrated curriculum. As a whole, it plays an important role no less than the other part of curriculum.
A variety of features of every extra-curricular activity may give us manifold meanings. Examples of the name are extra-class activities, so-called extra-curricular activities, student activities, socializing integrating activities, co-curricular activities or collateral activities, in any case. The widespread designation is extra-curricular activities and it characterizes autonomous and cooperative organization and operation of student council, clubs, events, and others. In a word, the key character is the spirit of cooperation to show off independency stemmed from autonomy and voluntariness and to broaden the basis of understanding of interaction. A youth can improve little by little his temperament to be a good democrat in the midst of these vital activities for himself. And we here can see the true meaning of school education in relation to the integrated function of curriculum. In conclusion of this section, the extra-curricular activities are those dedicated to accomplishment of educational goals, not adhering to the domain of subject course. Uplift of personality, development of peculiar skills and bobbies and democratic courtesy should be come from participation in student council, public sacrifice, sports, debates, and club activities.
A premise to the successful operation of every extra-curricular activity may be derived from students voluntary and autonomous participation as mentioned above. There has no been a hit case depending on unilateral directions of teachers, such as, interference, coercion or imperative control which would be often found in subject teachings. This unique characteristic should be of course reflected in the organization and operation of school education.
To take a knack of the activities, therefore, all of teachers have to believe their students and the other part must be induced to lave a strong sense of duty and responsibility. In particular, teacher should keep an adviser role as a co-worker who weighs on the process rather than result and on the bright side than dark side. Looking fur the sense of target, all of the activities should comprise to a considerable degree heterogeneous or interrelating qualities to the course of subjects. In addition their operational realities should rest on different conditions of schools, as compared with almost unified operation of the regular subjects, and the practice has to be subordinate to the goal of human-building education to which all of us pedagogists look forward.