Volume 30, Issue 1, February 2025, Page 104-111.

이 글은 ‘2007 개정교육과정’ 도덕과의 내용체계 중 제4영역인 ‘자연․초월적 존재와의 관계’의 내용과 의미를 분석한 것이다. 도덕과 교육과정의 성공은 학문지식-교과지식-학교지식이 상호 연계되어 정합성을 지닐 때 가능하다. 이것은 구체적으로 ‘도덕과가 무엇을 가르칠 것인가’라는 내용지식과 관련된다. 도덕과의 내용지식은 다양한 학문적 바탕으로 이루어졌는데, 긍정적으로 표현하면 ‘제학문적’이라 표현할 수 있지만 정체성 정립을 위해서는 다양한 학문영역들의 조화로운 결합이 필수적이다. 이전 교육과정과 비교할 때 ‘2007 개정교육과정’에서 주목할 점은 내용체계에서 제4영역 ‘자연․초월적 존재와의 관계’가 설정되었다는 점이다. 이전 교육과정에서도 관련 내용이 없었던 것은 아니지만 ‘제4영역’은 오늘날 사회적․도덕적 요구를 반영하여 이전 (...) 도덕과 내용을 확대․심화시키면서도 더욱 새로운 내용들을 포함하고 있다. 특히 도덕교육의 본질과 형이상학적 개념을 포함하고 있으며, 인간의 정신영역인 ‘외경성’에 초점을 두고 도덕과의 다른 내용 영역들의 교육적 근거를 마련해주고 있다는 점에서 중요하다. 본 연구는 ‘제4영역’의 지식구조와 내용, 그 의미를 분석함으로써 도덕교육적 의미와 기대효과를 분석하였고, 결론에서는 ‘제4영역’과 도덕 교과의 성공적인 정착을 위해 노력할 점을 제시해 보았다. (shrink)

이 글은 2007년 개정교육과정에서 초등학교 ‘바른생활’․‘도덕’의 전통윤리교육의 특성을 분석하고 그 과제를 제시한 것이다. 초등학교 도덕교육이 성공적이지 못한 이유가, 주지주의 도덕교육의 결과로 인한 기본생활과 예절의 습관화의 실패에 있다는 성찰을 바탕으로, 이러한 기본생활습관교육이 바로 전통윤리교육이라는 데 초점을 두고 교육과정과 교과서를 중심으로 살펴보았다. 초등학교 ‘바른생활’․‘도덕’은 우리 조상들이 강조하였던 기본생활습관교육에서 벗어나지 않으며, ‘바른생활’은 초등학교 전 학년의 기본생활습관 형성을 위하여 목표와 내용의 상세화가 이루어지고 있다. 그러나 ‘도덕’의 18개 가치덕목은 시민사회생활에 필요한 가치덕목과 전통윤리덕목의 조화이긴 하지만 주로 전자에 중점이 있으며, 목표와 내용의 상세화도 전통윤리교육 측면에서는 다소 미흡한 (...) 점이 있다. 교과서 집필이 현재 진행 중이기 때문에 완결된 분석은 어렵지만, 교육과정과 1,2학년 ‘바른생활’․‘생활의 길잡이’, 3,4학년 1학기 ‘도덕’․‘생활의 길잡이’에 드러난 전통윤리교육에 대한 관점을 분석할 때, 교육과정과 교과서에서 전통윤리교육이 보다 원리적․심층적으로 다루어질 필요가 있음을 알 수 있다. 이를 위해서는, 한국적 도덕교육론 정립, 동서양 도덕교육론의 균형 잡힌 시각 제시, 교육과정 구성과 교과서 집필에 있어서 전통윤리교육전공자들의 적극적 참여, 전통문화 내지 동양사상의 정수를 체험할 수 있는 프로그램 활용 등에 주의를 기울여 전통윤리교육이 활성화 되어야 한다. 아울러 초등학교 전통윤리교육을 위해 요구되는 과제로는, 18개 가치덕목의 선정 기준과 원칙 마련, ‘서양윤리와 동양윤리’․‘현대윤리와 전통윤리’의 조화를 위한 적용 원리 마련, 전통윤리의 본질과 가치를 현대사회에 적합한 내용으로 구성, 기본적인 태도와 몸가짐․예절 등은 ‘바른생활’ 교과에서 완전학습을 통해 습관화, 전통 가치의 다양한 활용, 미래사회의 새로운 변화에 대한 대비, 현대사회 제반문제에 대한 대응 등을 들 수 있다. (shrink)

This article stages a dialogue between cosmopolitanism and multiculturalism in order to think through what is at stake in demands that universities should produce graduates who are sensitive to social diversity and attuned to the contemporary realities of globalisation. The argument is that, although ‘graduate attributes’ are no doubt an effective management tool in a massified higher education system, they can also be used to focus attention on what dispositions it is reasonable and desirable to expect graduates to develop. The (...) arguments about cosmopolitanism of Jeremy Waldron and Martha Nussbaum are considered. (shrink)

What follows is an argument that can be used to justify the introduction of philosophical, and specifically ethical, discourse into a wide range of university courses. The argument advanced is, we hope, both sufficiently formal to convince administrators, and sufficiently broad to convince students, of the practical importance that at least one area of philosophy has for the successful pursuit of even the most praxis-oriented career.

Elwyn Richardson’s work at Oruaiti School from 1949 to 1962 has been almost exclusively interpreted as a unique experiment in art and craft education, partially as a result of impact of his book, In The Early World. The book is viewed as evidence of innovative departmental policies that allowed teachers wide latitude for experimentation, access to ample high-quality art materials and professional support. This interpretation of his work is, however, limiting as it obscures the scientific basis of Richardson’s approach. The (...) art and craft work at Oruaiti arose directly out of a scientific foundation that was shaped more by Richardson’s interest in environmental study than by the dominant ideas about child art. (shrink)

It is widely accepted that translational research practitioners need to acquire special skills and knowledge that will enable them to anticipate, analyze, and manage a range of ethical issues. While there is a small but growing literature that addresses the ethics of translational research, there is a dearth of scholarship regarding how this might apply to engineers. In this paper we examine engineers as key translators and argue that they are well positioned to ask transformative ethical questions. Asking engineers to (...) both broaden and deepen their consideration of ethics in their work, however, requires a shift in the way ethics is often portrayed and perceived in science and engineering communities. Rather than interpreting ethics as a roadblock to the success of translational research, we suggest that engineers should be encouraged to ask questions about the socio-ethical dimensions of their work. This requires expanding the conceptual framework of engineering beyond its traditional focus on “how” and “what” questions to also include “why” and “who” questions to facilitate the gathering of normative, socially-situated information. Empowering engineers to ask “why” and “who” questions should spur the development of technologies and practices that contribute to improving health outcomes. (shrink)

What comes after the reconceptualization of curriculum studies? What is the contribution of the next wave of curriculum scholars? This book speaks to these questions and extends the conversation on various directions in curriculum studies through the work of 24 scholars who explore the moment in curriculum studies.

The premise of biological modularity is an ontological claim that appears to come out of practice. We understand that the biological world is modular because we can manipulate different parts of organisms in ways that would only work if there were discrete parts that were interchangeable. This is the foundation of the BioBrick assembly method widely used in synthetic biology. It is one of a number of methods that allows practitioners to construct and reconstruct biological pathways and devices using DNA (...) libraries of standardized parts with known functions. In this paper, we investigate how the practice of synthetic biology reconfigures biological understanding of the key concepts of modularity and evolvability. We illustrate how this practice approach takes engineering knowledge and uses it to try to understand biological organization by showing how the construction of functional parts and processes can be used in synthetic experimental evolution. We introduce a new approach within synthetic biology that uses the premise of a parts-based ontology together with that of organismal self-organization to optimize orthogonal metabolic pathways in E. coli. We then use this and other examples to help characterize semisynthetic categories of modularity, parthood, and evolvability within the discipline. (shrink)

In his excellent and stimulating paper1, Professor Rothblatt remarked “The irony of Newman’s perpetual reincarnation is that none of the structural or even conceptual features of the university as he knew and loved them has survived him, not even this university which may on an occasion such as this revere him as a spiritual ancestor.” [p. 1] What can one say to that remark except to admit its truth. However, that is not the only irony to be discovered. Despite the (...) ritual invocation of Newman at UCD conferrings and on special occasions such as this, he did not in fact found UCD. He did found the Catholic University of Ireland, or perhaps he didn’t, if Colin Barr’s thesis in his recent book is to be believed! Wherever the truth lies in this matter, I am happy to be able to announce that UCD now has at least one cast-iron connection with Newman in that the International Centre for Newman Studies, directed by Dr Teresa Iglesias, will be inaugurated on the 21st of this month in Newman House. (shrink)

Technological developments affect and disturb all aspects of human existence and values more than any other factor in our modern man-made world. This calls for responsive higher education which will produce better decision-makers capable of being actively, rationally, and creatively involved in the continuous search for solutions to our current and future problems in a world of conflicting interests and values. Consequently, science teaching in future higher education should be drastically changed in order to be relevant to needs of both (...) students and society rather than to reflect the needs of the disciplines per se. (shrink)

ABSTRACTFaced with the marketization of Higher Education in England, pedagogy is under pressure in ways that often undermine lecturers’ deeply held values. For instance, this pressure results in the reduction of significant aspects of teaching to narrow metrics and requires universities to operate within intrusive structures that subordinate their pedagogical aims to profit-orientated objectives. In this paper, I analyse the way that people can preserve their agency in this pedagogical context. I guide my analysis with a framework that combines critical (...) realism with Aristotelian virtue ethics and MacIntyre’s ideas of qualities within human practices. I suggest the kinds of qualities that might assist faculty to preserve and advance rich pedagogical projects in the current circumstances. Finally, I use a critical realist morphogenetic approach to argue that people may be able to resist losing their way when faced with ubiquitous performativity regimes. (shrink)

In this article, we offer a critical realist conception of curriculum that aims to cultivate critical thinking (CT) and liberate students from egocentric rationality. We first examine egocentric rationality as a problem emerging from the technicist paradigm of cultivating CT in higher education, exemplified by issues arising from the pedagogical activity of debate. We then examine existing approaches to cultivating CT, focusing on the extent to which their goals and conceptions of CT could liberate students from egocentric rationality. Drawing (...) on Roy Bhaskar’s stratified conception of being and principle of immanent critique, we offer a critical realist conception of curriculum, explaining its definition of CT as the capacity for self-critique. We shall illustrate, in the context of an undergraduate debate course, how such capacity can be developed in order to liberate students from egocentric rationality. Curriculum is thus a critical praxis, a created space where student’s CT develops in a way that is intrinsically entwined with their being and becoming. This article extends the philosophical basis for integrating CT with curriculum and offers pedagogical implications. (shrink)

Giving Voice To Values (GVV) serves as a framework to teach individuals methods to speak up when they witness actions that are contrary to their professional and personal values. This essay illustrates how GVV serves as a catalyst to advance both research and teaching activities.

Curriculum Development in the Postmodern Era provided the first introduction and analysis of contemporary concepts of curriculum development in relation to postmodernism. It challenged educators to transcend purely traditional approaches to curriculum development and instead incorporate various postmodern discourses into their reflection and action in schools. Since publication in 1995, the curriculum studies field has exploded, the very notion of the postmodern has shifted, and the landscape of American schooling has changed dramatically-federal policies like No Child (...) Left Behind have dramatically increased the focus on accountability and consequently what and how teachers teach. The need to understand curriculum in relation to global religions, ethnic relations, multicultural communities, and socio-political interest groups has been magnified. Controversial issues such as biology, gender roles, academic freedom, religion and prayer in schools, gay straight alliances, GLBT literature in the curriculumstudies is theorized. In this much-anticipated and thoroughly updated edition, noted curriculum studies scholar Patrick Slattery tackles these and other issues to reflect on the current state of curriculum development and on where the field may go from here. (shrink)