생태시민성의 관점에 비추어본 경상남도 초등학생대상 생태교육 프로그램의 특징분석 A Study of the Characteristics of Ecological Programs for Elementary Students in Gyeongsangnam-do Province in View of Ecological Citizenship원문보기
환경문제에 있어서 국가적 차원의 한계를 인식하고 전 세계적인 협력의 필요성이 강조되면서 시민의 가치관, 인식변화를 위한 교육의 중요성이 크게 대두되며, 이를 위하여 본 연구에서는 이러한 새로운 시민성을 즉 생태적이면서도 동시에 민주적인 시민(박순열, 2010)으로 상정하며, Dobson이 제시한 생태시민성(ecological citizenship)의 특성을 기준으로 경상남도내에서 초등학생을 대상으로 운영되고 있는 10개기관의 생태교육 프로그램의 특징을 분석하고 생태시민의 행위를 이끄는 내재적 가치의 특징을 찾아내고, 생태시민성의 가치를 지향하는 생태교육으로의 방향성 및 생태시민성 함양의 가능성과 특징을 분석한 연구 결과는 문헌조사에서는 10개기관중 4개기관에서 생태시민성의 특성이 형성되어 있음을 확인할수 있으며, 특히 배려,돌봄의 덕성의 가치와 생활 속 실천을 강조하는 사적영역의 강조의 특성이 두드려지는 특징을 보였으며, 실제 교육참관을 통한 현장 적용사례를 분석한 결과 생태교육 전과정을 통해서 자연스럽게 생태시민성의 특성이 적용되어 운영되고 있음을 확인할 수 있었다. 특히 ...
환경문제에 있어서 국가적 차원의 한계를 인식하고 전 세계적인 협력의 필요성이 강조되면서 시민의 가치관, 인식변화를 위한 교육의 중요성이 크게 대두되며, 이를 위하여 본 연구에서는 이러한 새로운 시민성을 즉 생태적이면서도 동시에 민주적인 시민(박순열, 2010)으로 상정하며, Dobson이 제시한 생태시민성(ecological citizenship)의 특성을 기준으로 경상남도내에서 초등학생을 대상으로 운영되고 있는 10개기관의 생태교육 프로그램의 특징을 분석하고 생태시민의 행위를 이끄는 내재적 가치의 특징을 찾아내고, 생태시민성의 가치를 지향하는 생태교육으로의 방향성 및 생태시민성 함양의 가능성과 특징을 분석한 연구 결과는 문헌조사에서는 10개기관중 4개기관에서 생태시민성의 특성이 형성되어 있음을 확인할수 있으며, 특히 배려,돌봄의 덕성의 가치와 생활 속 실천을 강조하는 사적영역의 강조의 특성이 두드려지는 특징을 보였으며, 실제 교육참관을 통한 현장 적용사례를 분석한 결과 생태교육 전과정을 통해서 자연스럽게 생태시민성의 특성이 적용되어 운영되고 있음을 확인할 수 있었다. 특히 지속가능발전교육을 하는 연구대상은 문헌조사와 교육참관기록지 조사에서 생태시민성의 특성이 고르게 형성되어 있음이 확인되어 주목할 만하다. 우리나라 생태교육의 한계를 벗어나 지속가능한 미래사회를 위한 교육으로의 방향성과 현장 적용가능성을 고민한다면 지속가능발전교육을 연계하여 생태시민성의 함양을 위한 교육목적 및 비젼이 제시될 때 더 효과적인 교육이 이루어질 것으로 보인다.
환경문제에 있어서 국가적 차원의 한계를 인식하고 전 세계적인 협력의 필요성이 강조되면서 시민의 가치관, 인식변화를 위한 교육의 중요성이 크게 대두되며, 이를 위하여 본 연구에서는 이러한 새로운 시민성을 즉 생태적이면서도 동시에 민주적인 시민(박순열, 2010)으로 상정하며, Dobson이 제시한 생태시민성(ecological citizenship)의 특성을 기준으로 경상남도내에서 초등학생을 대상으로 운영되고 있는 10개기관의 생태교육 프로그램의 특징을 분석하고 생태시민의 행위를 이끄는 내재적 가치의 특징을 찾아내고, 생태시민성의 가치를 지향하는 생태교육으로의 방향성 및 생태시민성 함양의 가능성과 특징을 분석한 연구 결과는 문헌조사에서는 10개기관중 4개기관에서 생태시민성의 특성이 형성되어 있음을 확인할수 있으며, 특히 배려,돌봄의 덕성의 가치와 생활 속 실천을 강조하는 사적영역의 강조의 특성이 두드려지는 특징을 보였으며, 실제 교육참관을 통한 현장 적용사례를 분석한 결과 생태교육 전과정을 통해서 자연스럽게 생태시민성의 특성이 적용되어 운영되고 있음을 확인할 수 있었다. 특히 지속가능발전교육을 하는 연구대상은 문헌조사와 교육참관기록지 조사에서 생태시민성의 특성이 고르게 형성되어 있음이 확인되어 주목할 만하다. 우리나라 생태교육의 한계를 벗어나 지속가능한 미래사회를 위한 교육으로의 방향성과 현장 적용가능성을 고민한다면 지속가능발전교육을 연계하여 생태시민성의 함양을 위한 교육목적 및 비젼이 제시될 때 더 효과적인 교육이 이루어질 것으로 보인다.
worldwide sensation because it reminded us of the crisis and sense of responsibility for the future of humanity. The speech called for the urgency for responsible actions for global environment issues, climate change, and inequalities for future generations and for the shift in values an...
worldwide sensation because it reminded us of the crisis and sense of responsibility for the future of humanity. The speech called for the urgency for responsible actions for global environment issues, climate change, and inequalities for future generations and for the shift in values and paradigm in individual lives. The importance of education is emerging to shift civic values and consciousness with an emphasis on worldwide cooperation and limitation of national approaches to the environment. To address these issues, this study establishes ecological citizenship as the foundation for new citizenship, analyzes the characteristics of about 10 elementary ecological education programs in Gyeongsangnam-do with reference to the characteristics of ecological citizenship suggested by Dobson, and identify the nature of inherent values that lead the behavior of ecological citizens. The findings of this study on the potentials and characteristics of cultivation of ecological citizenship and direction of ecological education cultivating such values are as follows. First, in regard to the characteristics of ecological citizenship, literature review showed that 4 out of 10 subjects exhibited such characteristics, of which the following traits were outstanding: the value of caring (for non-human lives and emphasizing with and considerateness for sufferings of others) and emphasis on personal practice through actions and change in consciousness. In the 6 subjects, the following characteristics were evident in the educational programs: understanding in the ecosystem, respect for life, delivery of correct information on the environment and cultivation of values as shown in the purpose of the organization and environmental education. Secondly, considering the focus of most ecological education on hands-on field education in connection with the ecosystem, this study analyzed the cases through class observation in order to overcome the limitations of literature review and to examine the nature of the inherent values that lead to the behavior of ecological citizens, and consequently confirmed the natural application of the characteristics of ecological citizenship to the whole curriculum of ecological education. However, the characteristics of ecological citizenship were partial and too conceptual that they do not wholly apply to the entirety of the program, and sometimes they are not wholly applied to the field, depending on the capacities of instructors. Third, one subject that exhibited the characteristics of ecological citizenship in both literature review and survey upon class observation showed uniform application of the characteristics of ecological citizenship throughout the whole curriculum. The Education for Sustainable Development (ESD) by the United Nations works to enable a sustainable society through education and to encourage changes in knowledge, skills, values and attitudes for a balanced and integrated approach to the economic, social and environmental dimension of sustainable development. As one of the subjects of this study, Education for Sustainable Development is operated on the topics of ecosystem and environment throughout the education program, and uniformly includes the characteristics of ecological citizenship. In regard to the direction and site applicability of education for a more sustainable society overcoming the limitations of ecological education in South Korea, it is important to connect to Education for Sustainable Development to focus on change the inherent humanitarian values and suggest the educational goals and visions to cultivate ecological citizenship for motivation and inspiration for willingness to act. Therefore, current ecological education in South Korea shall plan and develop for its education with a focus on cultivating ‘responsible ecological citizenship’ for humanitarian inherent values and shift its direction to practice the value of sustainability. Also, field instructors shall be educated on systematic mindset on ecological citizenship with detailed manuals on contents and pedagogy. Therefore, this study is significant as it reaffirms the need for paradigm shift in education that improves the potentials for quality change and inherent values of ecological education with its South Korean cases in reflection of ecological citizenship.
worldwide sensation because it reminded us of the crisis and sense of responsibility for the future of humanity. The speech called for the urgency for responsible actions for global environment issues, climate change, and inequalities for future generations and for the shift in values and paradigm in individual lives. The importance of education is emerging to shift civic values and consciousness with an emphasis on worldwide cooperation and limitation of national approaches to the environment. To address these issues, this study establishes ecological citizenship as the foundation for new citizenship, analyzes the characteristics of about 10 elementary ecological education programs in Gyeongsangnam-do with reference to the characteristics of ecological citizenship suggested by Dobson, and identify the nature of inherent values that lead the behavior of ecological citizens. The findings of this study on the potentials and characteristics of cultivation of ecological citizenship and direction of ecological education cultivating such values are as follows. First, in regard to the characteristics of ecological citizenship, literature review showed that 4 out of 10 subjects exhibited such characteristics, of which the following traits were outstanding: the value of caring (for non-human lives and emphasizing with and considerateness for sufferings of others) and emphasis on personal practice through actions and change in consciousness. In the 6 subjects, the following characteristics were evident in the educational programs: understanding in the ecosystem, respect for life, delivery of correct information on the environment and cultivation of values as shown in the purpose of the organization and environmental education. Secondly, considering the focus of most ecological education on hands-on field education in connection with the ecosystem, this study analyzed the cases through class observation in order to overcome the limitations of literature review and to examine the nature of the inherent values that lead to the behavior of ecological citizens, and consequently confirmed the natural application of the characteristics of ecological citizenship to the whole curriculum of ecological education. However, the characteristics of ecological citizenship were partial and too conceptual that they do not wholly apply to the entirety of the program, and sometimes they are not wholly applied to the field, depending on the capacities of instructors. Third, one subject that exhibited the characteristics of ecological citizenship in both literature review and survey upon class observation showed uniform application of the characteristics of ecological citizenship throughout the whole curriculum. The Education for Sustainable Development (ESD) by the United Nations works to enable a sustainable society through education and to encourage changes in knowledge, skills, values and attitudes for a balanced and integrated approach to the economic, social and environmental dimension of sustainable development. As one of the subjects of this study, Education for Sustainable Development is operated on the topics of ecosystem and environment throughout the education program, and uniformly includes the characteristics of ecological citizenship. In regard to the direction and site applicability of education for a more sustainable society overcoming the limitations of ecological education in South Korea, it is important to connect to Education for Sustainable Development to focus on change the inherent humanitarian values and suggest the educational goals and visions to cultivate ecological citizenship for motivation and inspiration for willingness to act. Therefore, current ecological education in South Korea shall plan and develop for its education with a focus on cultivating ‘responsible ecological citizenship’ for humanitarian inherent values and shift its direction to practice the value of sustainability. Also, field instructors shall be educated on systematic mindset on ecological citizenship with detailed manuals on contents and pedagogy. Therefore, this study is significant as it reaffirms the need for paradigm shift in education that improves the potentials for quality change and inherent values of ecological education with its South Korean cases in reflection of ecological citizenship.
주제어
#생태시민성 생태교육 생태교육프로그램 지속가능발전교육 세계시민교육 시민성 ecological citizenship ecological education world citizenship education ecological program for students Education for Sustainable Development (ESD) citizenship
학위논문 정보
저자
송윤경
학위수여기관
창원대학교
학위구분
국내석사
학과
교육학과
지도교수
김기민
발행연도
2020
총페이지
vi, 102장
키워드
생태시민성 생태교육 생태교육프로그램 지속가능발전교육 세계시민교육 시민성 ecological citizenship ecological education world citizenship education ecological program for students Education for Sustainable Development (ESD) citizenship
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