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NTIS 바로가기Family and environment research : fer, v.56 no.1, 2018년, pp.99 - 108
This study develops a scale to measure the practice of consideration and sharing by adolescents. This data as an object of high school students in regards to items generated from the content validity test and preliminary study stage based on the consideration scale, literature review and expert for ...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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Mayeroff (1992)은 배려를 어떻게 정의하였는가? | 배려의 개념을 가장 먼저 철학적·체계적으로 깊이 있게 연구한 Mayeroff (1992)은 배려를 ‘다른 사람이 스스로 성장할 수 있도록 도와주는 것’ 이라고 정의하였는데, 배려하는 사람은 배려를 통해서 부수적으로 자신의 성장을 이룰 수 있다고 봄으로써, 배려하는 사람과 배려 받는 사람 간의 상호 의존성을 강조하고 있다(Park, 2002). | |
교육의 궁극적인 목표는? | 교육의 궁극적인 목표인 인성교육은 모든 교과의 활동에서 중요하게 다루어야 하며, 시대가 변해도 인성교육은 인간됨을 만들어내는 기본이며 학교는 인성교육을 위한 새로운 역할을 수행해야만 한다. 또한 오늘날 우리가 겪고 있는 비도덕적 문제들이 발생하게 된 것은 사회 안에서 관계를 맺고 살아가는 다른 사람들에 대한 관심과 배려의 부족, 도덕성 함양 자체가 제대로 이루어지고 있지 못하기 때문이라는 지적이 있다(Park, 2010). | |
일상적으로 사용하는 ‘배려’가 포함하는 소극적인 의미는? | 일상적으로 사용하는 ‘배려’는 적극적인 의미뿐만 아니라 소극적인 의미도 포함하고 있다. ‘배려’의 소극적인 의미는 다른 사람에게 불필요한 고통이나 피해를 주지 않도록 신경을 쓰거나 마음을 쓰는 것을 의미한다. 적극적인 의미의 배려는 소극적인 의미의 배려를 전제한다고 볼 수 있다. |
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