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평생교육론

평생교육론 (10회 대출)

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단행본
개인저자
김신일, 저 강대중, 저 김민호, 저 김현수, 저 양은아, 저 양흥권, 저 이지혜, 저 채재은, 저 최돈민, 저 최선주, 저 현영섭, 저
서명 / 저자사항
평생교육론 / 김신일 [외]공저
발행사항
파주 :   교육과학사,   2019  
형태사항
459 p. : 도표 ; 24 cm
ISBN
9788925414171
일반주기
공저자: 강대중, 김민호, 김현수, 양은아, 양흥권, 이지혜, 채재은, 최돈민, 최선주, 현영섭  
서지주기
참고문헌과 색인수록
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245 0 0 ▼a 평생교육론 / ▼d 김신일 [외]공저
260 ▼a 파주 : ▼b 교육과학사, ▼c 2019
300 ▼a 459 p. : ▼b 도표 ; ▼c 24 cm
500 ▼a 공저자: 강대중, 김민호, 김현수, 양은아, 양흥권, 이지혜, 채재은, 최돈민, 최선주, 현영섭
504 ▼a 참고문헌과 색인수록
700 1 ▼a 김신일, ▼e
700 1 ▼a 강대중, ▼e
700 1 ▼a 김민호, ▼e
700 1 ▼a 김현수, ▼e
700 1 ▼a 양은아, ▼e
700 1 ▼a 양흥권, ▼e
700 1 ▼a 이지혜, ▼e
700 1 ▼a 채재은, ▼e
700 1 ▼a 최돈민, ▼e
700 1 ▼a 최선주, ▼e
700 1 ▼a 현영섭, ▼e
945 ▼a KLPA

소장정보

No. 소장처 청구기호 등록번호 도서상태 반납예정일 예약 서비스
No. 1 소장처 중앙도서관/제2자료실(3층)/ 청구기호 374 2019z1 등록번호 111821411 도서상태 대출가능 반납예정일 예약 서비스 B M

컨텐츠정보

책소개

평생교육학은 학교중심교육학과 다른 패러다임을 지향한다는 점에서 혁신적이다. 첫째, 아동·청소년기에 성인기의 삶을 준비시키는 데에 목표를 두고 있는 학교교육과 달리, 평생교육은 성인기와 노년기 그리고 유아기도 포함하여 생애의 각 단계마다 학습의 필요가 있으므로 그 생애단계에 적절한 학습을 할 수 있도록 지원하는 데에 목표를 둔다.

둘째, 학교교육은 학교라는 고립된 공간에서 교과지식을 중심으로 가르치는 데 비하여, 평생교육은 모든 생활공간과 사회공간에서 학습하는 과학적 지식은 물론 삶의 모든 영역에 필요한 경험적 지식과 기능의 가치를 존중한다.

셋째, 학교교육에서는 학생의 학습을 학교 및 교사가 지배하지만, 평생교육에서는 학습자 주도적인 학습활동을 강조한다. 이러한 차이는 산업화시대의 교육과 정보화시대의 교육이 각기 다른 패러다임을 지향하기에 나타나는 현상이다. 평생교육은 새로운 패러다임을 지향한다.

평생교육학은 학교중심교육학과 다른 패러다임을 지향한다는 점에서 혁신적이다. 첫째, 아동.청소년기에 성인기의 삶을 준비시키는 데에 목표를 두고 있는 학교교육과 달리, 평생교육은 성인기와 노년기 그리고 유아기도 포함하여 생애의 각 단계마다 학습의 필요가 있으므로 그 생애단계에 적절한 학습을 할 수 있도록 지원하는 데에 목표를 둔다. 둘째, 학교교육은 학교라는 고립된 공간에서 교과지식을 중심으로 가르치는 데 비하여, 평생교육은 모든 생활공간과 사회공간에서 학습하는 과학적 지식은 물론 삶의 모든 영역에 필요한 경험적 지식과 기능의 가치를 존중한다. 셋째, 학교교육에서는 학생의 학습을 학교 및 교사가 지배하지만, 평생교육에서는 학습자 주도적인 학습활동을 강조한다. 이러한 차이는 산업화시대의 교육과 정보화시대의 교육이 각기 다른 패러다임을 지향하기에 나타나는 현상이다. 평생교육은 새로운 패러다임을 지향한다.


정보제공 : Aladin

목차

서문 / 3

제1부 역사와 관점
제1장 평생학습자와 평생교육의 대두(김신일) ··································11
1. 교육과 학습 ····························································13
2. 학습활동 관리 ··························································17
3. 문명 단계별 학습관리 ·················································21
4. 평생학습론 ·····························································31

제2장 평생교육의 발전 과정(강대중) ············································39
1. 사회교육에서 평생교육으로 ···········································40
2. 성인교육에서 평생교육으로 ···········································47
3. 담론의 확장과 평생교육 ···············································66

제3장 성인학습과 평생학습(강대중) ·············································73
1. 동물의 학습과 인간의 학습 ···········································73
2. 페다고지에서 안드라고지로 ···········································77
3. 성인학습의 이론적 지형 ···············································83
4. 자생적 평생학습 이론을 향하여 ·······································96

제2부 평생교육의 관리
제4장 평생교육의 시설과 공간(양흥권) ········································105
1. 평생교육시설 ··························································106
2. 평생교육법에 규정된 평생교육시설 운영현황 ·······················108
3. 기타 평생교육시설과 운영 현황 ·····································114
4. 평생교육시설의 변천과 현황 ·········································121
5. 평생학습도시와 평생교육시설 네트워크 ·····························126

제5장 평생교육의 제도와 재정(최돈민) ········································135
1. 평생교육 제도의 유형 ················································137
2. 평생교육 법령 ·························································143
3. 평생교육 행정 체제 ···················································147
4. 평생교육 지원 체제 ···················································156
5. 평생교육 재정지원 제도 ··············································165

제6장 평생학습결과 인정제도의 부상과 정체(최선주) ·························175
1. 평생학습결과 인정제도의 부상 배경 ·································175
2. 독학학위제 ····························································177
3. 학점은행제 ····························································184
4. 평생학습계좌제 ·······················································190
5. 한국 평생학습결과 인정제도의 특징과 발전 과제 ··················196

제7장 평생교육 현장 전문가: 평생교육사를 중심으로(김현수) ···············203
1. 평생교육 현장 전문가의 다양성 ·····································203
2. 평생교육사 ····························································211
3. 평생교육 현장전문가와 민간조직 ····································232
4. 평생교육 현장전문가의 발전 과제 ···································239

제3부 평생교육의 영역과 대상
제8장 문해교육과 평생교육(이지혜) ············································255
1. 평생학습사회에서 문해교육의 의미 ··································255
2. 문해 개념의 변화 ·····················································256
3. 성인문해 조사 ·························································264
4. 문해학습자 ····························································267
5. 문해교육 지원정책 및 제도 ··········································282
6. 문해교육의 과제 ······················································290

제9장 직업생활과 평생교육(현영섭) ············································297
1. 인생의 세 가지 상자와 순환교육 ····································297
2. 평생직업교육체계와 능력중심사회의 논리 ···························303
3. 직업세계의 전통적인 교육 이슈 ·····································313
4. 사회변화와 직업평생교육의 방향 ····································325

제10장 고등교육과 평생교육(채재은) ···········································341
1. 고등교육과 평생교육 연계의 배경과 의의 ···························341
2. 고등교육과 평생교육 연계의 유형 및 현황 ·························344
3. 고등교육과 평생교육 연계 제도 및 정책 ····························348
4. 고등교육과 평생교육 연계에 대한 미래 전망 및 과제 ·············365

제11장 시민참여교육(김민호) ····················································373
1. 시민참여교육의 배경 ·················································373
2. 시민성과 시민참여교육의 의미 ·······································379
3. 시민참여교육의 역사 ·················································390
4. 시민참여교육의 유형 및 현황 ········································393
5. 시민참여교육의 한계와 과제 ·········································401

제12장 인문예술교육(양은아) ····················································415
1. 인문교양교육의 새로운 맥락화 ·······································415
2. 평생교육 맥락에서 인문교양학습의 재설정 ··························428
3. 문화예술교육과 평생학습 ·············································431
4. 문화예술교육의 미래과제 ·············································445

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