현재 학교에서는 학생과 교사 간의 갈등이 비일비재하게 일어나고 있다. 대개 이러한 갈등은 학생 인권과 교권 간의 충돌에서 비롯된 것이다. 과거에는 학생과 교사 모두 학생이 인권을 가지고 있다는 사실에 주목하지 못하였기 때문에 학생은 교사의 말을 법처럼 여기며 따라야 했다. 그러나 현재 학생은 인권을 가지고 있으며 보호받아야 할 주체로 인식되고 있다. 그럼에도 불구하고 학생은 자신이 가진 인권을 어떻게 실현해야 하는지 그 방법을 알지 못하며, 교사 또한 어떻게 보장해주어야 하는지 알지 못해 갈등이 심화되고 있다. 본고에서는 설문조사 결과를 바탕으로 학생 인권과 교권 간의 갈등이 발현되는 구체적인 원인을 제시하였다. 또 학생 인권 침해와 교권 침해를 해소하기 위해 교사와 학생이 노력해야 할 사항도 제시하였다. 다음으로 ...
현재 학교에서는 학생과 교사 간의 갈등이 비일비재하게 일어나고 있다. 대개 이러한 갈등은 학생 인권과 교권 간의 충돌에서 비롯된 것이다. 과거에는 학생과 교사 모두 학생이 인권을 가지고 있다는 사실에 주목하지 못하였기 때문에 학생은 교사의 말을 법처럼 여기며 따라야 했다. 그러나 현재 학생은 인권을 가지고 있으며 보호받아야 할 주체로 인식되고 있다. 그럼에도 불구하고 학생은 자신이 가진 인권을 어떻게 실현해야 하는지 그 방법을 알지 못하며, 교사 또한 어떻게 보장해주어야 하는지 알지 못해 갈등이 심화되고 있다. 본고에서는 설문조사 결과를 바탕으로 학생 인권과 교권 간의 갈등이 발현되는 구체적인 원인을 제시하였다. 또 학생 인권 침해와 교권 침해를 해소하기 위해 교사와 학생이 노력해야 할 사항도 제시하였다. 다음으로 칸트 이론에 비춰 학생 인권과 교권 간의 갈등 원인과 해소방안을 모색해보았다.
현재 학교에서는 학생과 교사 간의 갈등이 비일비재하게 일어나고 있다. 대개 이러한 갈등은 학생 인권과 교권 간의 충돌에서 비롯된 것이다. 과거에는 학생과 교사 모두 학생이 인권을 가지고 있다는 사실에 주목하지 못하였기 때문에 학생은 교사의 말을 법처럼 여기며 따라야 했다. 그러나 현재 학생은 인권을 가지고 있으며 보호받아야 할 주체로 인식되고 있다. 그럼에도 불구하고 학생은 자신이 가진 인권을 어떻게 실현해야 하는지 그 방법을 알지 못하며, 교사 또한 어떻게 보장해주어야 하는지 알지 못해 갈등이 심화되고 있다. 본고에서는 설문조사 결과를 바탕으로 학생 인권과 교권 간의 갈등이 발현되는 구체적인 원인을 제시하였다. 또 학생 인권 침해와 교권 침해를 해소하기 위해 교사와 학생이 노력해야 할 사항도 제시하였다. 다음으로 칸트 이론에 비춰 학생 인권과 교권 간의 갈등 원인과 해소방안을 모색해보았다.
Nowadays, the conflicts between students and teachers at school are not rare. Usually, such conflicts are attributable to the collision between students' rights and teachers' authorities. In the past, since both students and teachers were little aware of students' rights, students were obliged to fo...
Nowadays, the conflicts between students and teachers at school are not rare. Usually, such conflicts are attributable to the collision between students' rights and teachers' authorities. In the past, since both students and teachers were little aware of students' rights, students were obliged to follow teachers' instructions as if they were laws. Today, however, students are assured of their rights, while being recognized as the subjects to be protected. Nevertheless, students have little idea of how to have their human rights guaranteed, and teachers are not much informed of how to ensure their students' human rights. The result is deepening conflicts between both parties. With such basic conceptions in mind, this study was aimed at surveying both students and teachers and thereupon, suggesting some specific causes of the conflicts between students' human rights and teachers' authorities. Above all, it could be found through this study that the major causes for the conflicts relevant to the inflictions on students' human rights were restrictions on students' right of equality and their freedom of appearance management and expression as well as teachers' corporal punishments and violent verbal expressions. On the other hand, it could also be found that the major causes for the conflicts relevant to the inflictions on teachers' authorities were students' disruption of teaching, their non-compliance with teachers' legitimate orders, their verbal abuses and violent language. Thus, this study suggested the ways for both teachers and students to settle the infringements on students' human rights and teachers' authorities. Next, this study determined the causes for the conflicts between students' human rights and teachers' authorities based on Kant's theories and thereby, explored the ways to settle the conflicts. Kant emphasized such primary elements of human rights as human dignity, freedom and equality, and thereby, provided for some significant theoretical ground for exploration of causes and solutions for the human right problems. According to him, the reason why students' human rights conflict with teachers' authorities is that both parties treat the other party not as ends but as means. Namely, both of them do not respect each other, being little aware of the other party's human dignity. Moreover, although students are obliged to set the rules for themselves and thereby, become autonomous actors, most of them feel wrongly that the freedom means that they can do what they want. In short, such wrong perception on the part of students may well cause the conflicts between two parties. Given such causes of the conflicts, their solutions can be suggested as follows. First of all, both teachers and students should be treated not as means but as ends, since their personality should be respected. In this context, both parties should acknowledge and respect the other party as free and equal autonomous actors, and thereby, should put such acknowledgement and respect into practice. However, such paradigm shift may not well be feasible in the current school conditions characterized by a formal human right education. Hence, it is deemed necessary to operate an effective human right education program, which must be the ethics subject. The ethics education needs to be designed with diverse effective human rights lessons for all parties concerned: students and educational staff. If the human rights education program should be operated systematically, providing both students and teachers with a theoretical ground for mutual respect and treatment as human beings, the conflicts between students' human rights and teachers' authorities would be settled effectively.
Nowadays, the conflicts between students and teachers at school are not rare. Usually, such conflicts are attributable to the collision between students' rights and teachers' authorities. In the past, since both students and teachers were little aware of students' rights, students were obliged to follow teachers' instructions as if they were laws. Today, however, students are assured of their rights, while being recognized as the subjects to be protected. Nevertheless, students have little idea of how to have their human rights guaranteed, and teachers are not much informed of how to ensure their students' human rights. The result is deepening conflicts between both parties. With such basic conceptions in mind, this study was aimed at surveying both students and teachers and thereupon, suggesting some specific causes of the conflicts between students' human rights and teachers' authorities. Above all, it could be found through this study that the major causes for the conflicts relevant to the inflictions on students' human rights were restrictions on students' right of equality and their freedom of appearance management and expression as well as teachers' corporal punishments and violent verbal expressions. On the other hand, it could also be found that the major causes for the conflicts relevant to the inflictions on teachers' authorities were students' disruption of teaching, their non-compliance with teachers' legitimate orders, their verbal abuses and violent language. Thus, this study suggested the ways for both teachers and students to settle the infringements on students' human rights and teachers' authorities. Next, this study determined the causes for the conflicts between students' human rights and teachers' authorities based on Kant's theories and thereby, explored the ways to settle the conflicts. Kant emphasized such primary elements of human rights as human dignity, freedom and equality, and thereby, provided for some significant theoretical ground for exploration of causes and solutions for the human right problems. According to him, the reason why students' human rights conflict with teachers' authorities is that both parties treat the other party not as ends but as means. Namely, both of them do not respect each other, being little aware of the other party's human dignity. Moreover, although students are obliged to set the rules for themselves and thereby, become autonomous actors, most of them feel wrongly that the freedom means that they can do what they want. In short, such wrong perception on the part of students may well cause the conflicts between two parties. Given such causes of the conflicts, their solutions can be suggested as follows. First of all, both teachers and students should be treated not as means but as ends, since their personality should be respected. In this context, both parties should acknowledge and respect the other party as free and equal autonomous actors, and thereby, should put such acknowledgement and respect into practice. However, such paradigm shift may not well be feasible in the current school conditions characterized by a formal human right education. Hence, it is deemed necessary to operate an effective human right education program, which must be the ethics subject. The ethics education needs to be designed with diverse effective human rights lessons for all parties concerned: students and educational staff. If the human rights education program should be operated systematically, providing both students and teachers with a theoretical ground for mutual respect and treatment as human beings, the conflicts between students' human rights and teachers' authorities would be settled effectively.
주제어
#학생 인권 교권 갈등 칸트 인간 존엄성 자유 평등 인권 교육 students' human rights teachers' authorities conflicts Kant human dignity freedom equality human rights education
학위논문 정보
저자
이소연
학위수여기관
연세대학교 교육대학원
학위구분
국내석사
학과
윤리교육전공
지도교수
문창옥
발행연도
2016
총페이지
123 p.
키워드
학생 인권 교권 갈등 칸트 인간 존엄성 자유 평등 인권 교육 students' human rights teachers' authorities conflicts Kant human dignity freedom equality human rights education
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