봉사학습의 개념과 실천원칙에 관한 연구 = A Study of the Concepts and Principles of Service-Learning

국문 초록 (Abstract)

인간에 관한 지식이 전면적으로 도전받고 있는 현 사회에서 대학은 지식교육기관으로부터 봉사학습을 중심개념으로 하는 경험학습조직체로 개혁되어야 한다.
봉사학습이란 실천적 교육으로서, 학생들의 지식과 가치를 향상시키기 위해 의도적으로 구조화된 기회를 통해서 인간과 지역사회의 욕구를 함께 해결하고자 하는 활동에 학생들을 참여시키는 교육을 말한다. 이 교육과정에서는 반성과정과 상호교환성과정을 중요시 하고 있다.
봉사학습은 경험적 학습이론에 토대를 두고 있다. 즉 구체적 경험과 추상적 개념형성으로부터 정보가 파악되고 반성적 관찰과 적극적인 상호작용으로부터 의미전환이 일어나는 역동적인 과정이다.
참여경험과 봉사학습에 대한 기대간의 일치여부에 따라 파이프효과, 아코디언효과, 그리고 문화적효과가 나타난다.
봉사학습의 실천원칙에는 ①모든 사람이 공동선을 도전적으로 추구하고 ②반성기회가 구조적으로 되고 ③활동과 목적이 분명히 기술되고 ④스스로 욕구를 정의하고 ⑤각 참여자의 책임이 분명하고 ⑥융통성있게 진행되고 ⑦지속적·조직적 참여가 이뤄지고 ⑧모든 과정이 목적에 맞고 ⑨최대의 관심을 유도하고 ⑩다양한 사람이 참여토록 해야 한다.
봉사학습의 운영시 교육목표, 참여학생수, 과제량, 평가체계에 대한 문제와 지원체계에 대한 제도적 문제에 대한 방안이 강구되어야 한다.

다국어 초록 (Multilingual Abstract)

We are living through a period when our entire conception of human knowledge is being challenged. No aspect of university reform can escape the impact of widespread change. We must transform universities from teaching centers to learning organizations that support active learning. More than 150 presidents of korean universities agreed to accept the sevice?learning concept as one of the major education principles. Therefore, it is the time to think the concept and principles of service?learning.
Service?learning is definded as follows: Service?learning is a form of experimental education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student and development. Reflection and reciprocity are key concepts of service?learning. As a form of experiential education, service?learning is based on the pedagogical principle that learning and development do not necessarily occur as a result of experience itself but as a result of a reflective component explicitly designed to foster learning and developement. The other essential concept of service?learning is reciprocity between the server and the person or group being served. Both the server and those served teach, and both learn.
Service?learning is based on the experiential learning therory. Learners grasp information via concrete experiences and abstract concepts. They then tranform this information using reflective observation and active experimentation. Student is involved in dynamic interactions between learners’ expectations for the experience and the confirmation and diconfirmations of the expertations that they encounter. Through the confirmation process, they get the conduit effect, the accordion effect and the cultural effect.
The comprehensive principle suggested by Mintz and Hesser(1996) are as followed:
1. An effective program engages people in responsible and challenging actions for the common good.
2. An effective program provides structured opportunities for people to reflect critically on their service experience.
3. An effective program ariculates clear service and learning goals for everyone involved.
4. An effctive program allows for those with needs to define those needs.
5. An effctive program clarifies the responsibilities of each person and organization involved.
6. An effctive program matches service providers and service needs through a process that recognizies changing circumstances.
7. An effctive program expects genuine, active, and sustained organizatinal commitment.
8. An effctive program includes training, supervision, monitoring, support, recognition, and evaluation to meet service and learning goals.
9. A effctive program ensures that the time commitment for service and learning is flexible, appropriate, and in the best interests of all involved.
10. An effctive program is committed to program participation by and with diverse populations.
Once a faculy member engages in service?learning, a sequence of key issues need to the considered, rangeing from the course purpose to evaluate students’ service.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 봉사와 봉사학습의 개념
• 1. 봉사의 개념
• 2. 봉사학습의 정의
• Ⅲ. 봉사학습의 이론
• Ⅳ. 봉사학습의 실천원칙
• 1. Sigmon의 원칙
• 2. Wingspread 원칙
• 3. COOL의 원칙
• 4. Howard의 원칙
• 5. 전국서비스단체의 원칙
• 6. 콜로라도 주립대학 모델
• 7. Mintz와 Hesser의 통합원칙: 협력체계, 상호교환성, 다양성
• Ⅴ. 봉사학습 교과과정 운영상의 문제
• 1. 교육목표와 봉사학습의 관련정도
• 2. 봉사학습 참가학생수와 과제량
• 3. 구조화된 반성기회와 평가
• 4. 제도적 지지방안
• Ⅵ. 결론