홀리스틱 교육의 교육사상적 조명 = Understanding Holistic Education from the Perspective of Educational Thoughts, and toward "Korean Holistic Education"

국문 초록 (Abstract)

홀리스틱 교육론은 제반 교육사상 문맥과의 연관을 통하여 점차 그 모습을 나타낸 것으로, 현대 및 전통교육사상의 각각의 계보와도 내재적인 대화의 요소를 갖고있기 마련이다.
본고에서는 먼저, 홀리스틱 교육에 대한 이해를 돕기 위하여 홀리스틱 교육의 유래 및 교육비전 10원칙, 교육과정이론 및 교수-학습 방법에 대해 살펴보았다. 다음에, 서양교육사에 있어 홀리스틱 교육의 조류를 고대 그리스․로마의 홀리스틱 교육과 근대 이후의 홀리스틱 교육의 조류로 나누어 살펴보고, 홀리스틱 교육 사상이 갖는 의미를 명확히 하기 위하여, 홀리스틱 교육사상이 대두되게 된 배경과 함께 홀리스틱 교육 사상이 극복해야 할 문제들을 북미에서의 자성적 비판론자들의 의견과 함께 제시하였다. 이어서 대표적인 홀리스틱 교육론자인 J.Miller의 발자취를 통해 홀리스틱 교육에 대한 이해를 깊이하고, 현대교육 사상 및 한국의 전통교육 사상 중 원효, 율곡의 교육사상을 중심으로 홀리스틱 교육론과의 대화를 시도하였다.

다국어 초록 (Multilingual Abstract)

Holistic education, a prominent educational thoughts today, has been being shaped through the dialogue with various educational thoughts. It has been sharing intrinsic and common elements which may stimulate dialogue with other traditional and modern educational thoughts.
Frist, in the paper, I explored the origin and ten principles of holistic education, holistic curriculum, and holistic teaching-learning method.
Second, I inquired into the Western educational history, and traced holistic educational constituents in Greco-Roman educational thoughts and in the modern West.
Third, I investigated further the background from which holistic education emerged to make clear the historical and cultural implications of holistic education. I also pinpointed the tasks and limitations of holistic education which it must cope with, introducing the self-criticisms of holistic educators and scholars in the North America.
Fourth, I analyzed J. Miller's holistic education. It is a good and concrete example of holistic education, and contains East-West dialogue as its essential part. Furthermore I facilitated the dialogue among holistic education, modern educational thoughts, and traditional Korean educational thoughts of Won Hyo and Yul Gog.
In the modern world history, the West played the central or active role in studies including educational thoughts. On the other hand the East was marginalized. Today, however, we need East-West cooperation. "Korean holistic education," which is both Korean in terms of particularity and global in terms of universality, may contribute to the global village, regardless of East or West. Besides, after the model of "Korean holistic education" we, Koreans, can create and develop "Korean philosophy," "Korean economics," "Korean politics," and the like.