초록 ▼

용어보기논문에서 용어와 풀이말을 자동 추출한 결과로, 시범 서비스 중입니다. AI-Helper

본 연구는 '학교의 교육 목표는 성장에 있다' 는 것에 집중하여 , 우리나라 중*고등학교 음악교육의 특징과 문제점에 대해서 철학적으로 분석하고, 음악교과의 본질적 특성인 '미적경험'이 인간의 성장과 어떤 관련이 있는지 음악적 감성 역량과 문화적 공동체 역량 중심으로 제시 하였다. 본 연구의 목적은 음악교육의 목적인 심미적 경험이 개인의 성장을 도모하고 획득된...

본 연구는 '학교의 교육 목표는 성장에 있다' 는 것에 집중하여 , 우리나라 중*고등학교 음악교육의 특징과 문제점에 대해서 철학적으로 분석하고, 음악교과의 본질적 특성인 '미적경험'이 인간의 성장과 어떤 관련이 있는지 음악적 감성 역량과 문화적 공동체 역량 중심으로 제시 하였다. 본 연구의 목적은 음악교육의 목적인 심미적 경험이 개인의 성장을 도모하고 획득된 미적경험이 개인의 성장에만 머무르지 않고 예비사회구성원으로서 공동체역량을 함양하고 사회적기여로 까지 이어져야 한다는 것에 있다.듀이(Dewey)는 나와 다른 사람들과 소통하고 사회적 기여가 습관화되는 사회봉사활동은 지적*도덕적 성장에 있어서 매우 중요하며, 행복의 관건으로 보았다.우리나라 중*고등학교 음악교육은 이러한 관점에서 첫째, 음악교육으로 획득된 미적경험이 개인의 성장과 행복을 도모하고,둘째, 예비사회구성원으로서 개인의 미적경험이 시회봉사활동, 사회적 기여로 이어질 수 있는 교육, 즉 '학교와 사회가 연결되는 교육' 에 관한 연구가 적극적으로 이루어져야 할 것이다.

Abstract ▼ AI-Helper

Education is not about whether to prepare students for the future or
not. If education is for "growth," it should naturally help individual
students realize their current possibilities gradually and become fitter to
solve future problems.
"Growth" is not completed suddenly at an unex...

Education is not about whether to prepare students for the future or
not. If education is for "growth," it should naturally help individual
students realize their current possibilities gradually and become fitter to
solve future problems.
"Growth" is not completed suddenly at an unexpected moment but
leads one to the future consistently(Dewey/translated by Lee hong-woo
,2007 :113). Focusing on the fact that "The goal of school education is
the growth of students," this study set out to conduct philosophical
analysis of music education in middle and high school in South Korea
for its characteristics and problems and examine relations between
"aesthetic experience," an essential feature of the music subject, and
human growth around musical emotional and cultural community
competencies. The experience or aesthetic experience argued by Dewey
is awareness full of joy and delight or something aesthetic containing
awareness full of despair and delight in it(Dewey/translated by Park Cheol-hong, 2016). Human experiences are not segmented or isolated
but complete ones connected between the preceding ones and the
following ones. In other words, human experiences are for "cumulative
growth." If the goals of music education are to allow students to learn
the beauty of music, promote their individual growth, and encourage
them to enjoy their active participation, the educational methods and
content of the music subject should cover the followings based on
Dewey's later philosophy: first, they should conduct an inquiry into the
ways that "qualitative thought," a unique thinking ability to human
beings, enriches human life through aesthetic experience, an essence of
music education; and secondly, they need to discuss the competencies of
learners that take active part as the community members in constant
changes, growth, and transactions. That is, they should provide specific
information about the ways that music education is linked to the society
instead of school education separating school from the society.
The present study aimed to demonstrate that aesthetic experience as
an objective of music education should promote individual growth and
that acquired "aesthetic experience" should help individuals cultivate
their community competency as preliminary members of society and lead
to their "social contributions" instead of remaining at the individual
growth level. The study secured its theoretical validity in the following
ways: first, music education linking school to society was proposed
based on Dewey's aesthetic experience theory in his later philosophy of
Art as Experience and the literature analysis and philosophical criticism
in previous studies. Secondly, the objectives and content of the music
subject under the Revised Curriculum of 2015 were analyzed in the
literature to show that the value of the subject lied in assistance for
individual students' "growth" in their "interactions" rather than the
delivery and acquisition of knowledge.
Finally, the study covered the process of students taking active part
through social service activities and growing as preliminary members of
society through case analysis through case analysis with a focus on
musical emotional and cultural community competencies of the six
competencies in the music subject. These findings demonstrate clearly
that aesthetic experience has impacts on "individual growth and happiness." Here, the investigator focused on the need for acquired
individual aesthetic experience to lead to "social contributions" as part of
democratic citizens' roles as members of society instead of remaining as
"an experience" or being concluded in individual happiness.
With a focus on these educational goals, the study proposed the
following directions for music education in middle and high school in the
nation based on John Dewey's aesthetic experience theory: first,
students need to have profound insights into "aesthetic experience" that
is a unique thinking ability to human beings in order to cultivate the
competencies needed to live a happy life throughout entire life as
members of society; and secondly, there is a need for education to
promote the further "growth" of acquired individual aesthetic experience
through social service activities. Dewey argued that social service
activities, which promote communication with others and make a social
contribution a habit, should hold huge significance in intellectual and
moral growth and saw them as the key point of happiness. In these
aspects, music education in middle and high school in the nation should
conduct active researches on "music education linking school to society"
or education toⅰ) promote individual growth and happiness with
aesthetic experience acquired through music education and ⅱ) translate
the aesthetic experiences of individuals as preliminary members of
society into social service activities and social contributions.

주제어