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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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초록· 키워드
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The purpose of this study is to suggest the directions of religious education in Catholic schools in the context of the National Curriculum that was revised in 2009. To achieve its purpose, this study analyzes concepts, characteristics, goals and the roles of Catholic School religious education in ecclesiastical documents. From these systematic analyses, emerge two basic directions. These can be summarized in two key concepts: "evangelization" and "education for the whole person".
In an effort to suggest practical ways to implement religious education that is consistent with these two directions in the context of the revised National Curriculum the current study examines the following: first of all, the characteristics of the 2009 revision of the National Curriculum, which provides a foundation for religious education in Catholic Schools. Secondly, the perspectives of religious education in mission schools according to the latest National Curriculum These critical examinations suggest that such religious education is not simply a course or program but can be a principle that integrates a school curriculum. In view of this possibility, the current study offers a "Christian curriculum for the whole person" that integrates each student"s intelligence and personality according to the principles of spirituality, as a practical way to provide religious education in Catholic Schools.
The curriculum is composed of two parts: a systematic -structural approach involving a change in the manifested curriculum, and a cultural approach that develops the latent curriculum Change in the manifested curriculum includes the development of a "Christian curriculum for the whole person7 from a macroscopic perspective and the development of a "spirituality curriculum which is composed of a spirituality integration program and a religion curriculum7 from a microscopic perspective. The development of latent curriculum necessitates building "school community cultures based on evangelical values" and calls for educational practice "modeled by evangelized educators".
A curriculum change pointing in these directions would enable Catholic Schools to implement their mission through religious education, simultaneously satisfying the needs of public education as well.
In an effort to suggest practical ways to implement religious education that is consistent with these two directions in the context of the revised National Curriculum the current study examines the following: first of all, the characteristics of the 2009 revision of the National Curriculum, which provides a foundation for religious education in Catholic Schools. Secondly, the perspectives of religious education in mission schools according to the latest National Curriculum These critical examinations suggest that such religious education is not simply a course or program but can be a principle that integrates a school curriculum. In view of this possibility, the current study offers a "Christian curriculum for the whole person" that integrates each student"s intelligence and personality according to the principles of spirituality, as a practical way to provide religious education in Catholic Schools.
The curriculum is composed of two parts: a systematic -structural approach involving a change in the manifested curriculum, and a cultural approach that develops the latent curriculum Change in the manifested curriculum includes the development of a "Christian curriculum for the whole person7 from a macroscopic perspective and the development of a "spirituality curriculum which is composed of a spirituality integration program and a religion curriculum7 from a microscopic perspective. The development of latent curriculum necessitates building "school community cultures based on evangelical values" and calls for educational practice "modeled by evangelized educators".
A curriculum change pointing in these directions would enable Catholic Schools to implement their mission through religious education, simultaneously satisfying the needs of public education as well.
목차
Ⅰ. 서론: 공교육으로서의 종교교육에 대한 논의
Ⅱ. 가톨릭 학교 종교교육
Ⅲ. 종교교육의 공교육적 맥락: 2009 개정 교육과정
Ⅳ. 2009 개정 교육과정에 따른 가톨릭 학교 종교교육의 실천 방향
Ⅴ. 결론
참고문헌
Abstract
참고문헌 (56)
참고문헌 신청
경복고등학교 / 2011 / 2009 개정 교육과정의 적용을 통한 학교 교육력 제고와 창의적 인재 육성. 2009 개정 교육과정 정책연구 및 선도학교 운영 보고. 교육과학기술부 및 서울특별시교육청 지정 2009 개정 교육과정 정책연구·선도학교 합동보고서 (2009.3~2011.2)
고려대학교 교육문제연구소 / 2007 / 교육과정. (알기쉬운) 교육학 용어사전 :301~331
고병철 / 2005 / 한국 종교교육의 정황과 방향- 종립 고등학교의 경우를 중심으로 / 종교교육학연구 21:111~141
고병철 / 2007 / 한국의 종교교육 ― 중등 종립학교를 중심으로 ― / 종교연구 (46집):1~35
고진호 / 2001 / 제7차 교육과정과 중등 불교교육의 방향 / 종교교육학연구 13:63~81
고려대학교 교육문제연구소 / 2007 / 교육과정. (알기쉬운) 교육학 용어사전 :301~331
고병철 / 2005 / 한국 종교교육의 정황과 방향- 종립 고등학교의 경우를 중심으로 / 종교교육학연구 21:111~141
고병철 / 2007 / 한국의 종교교육 ― 중등 종립학교를 중심으로 ― / 종교연구 (46집):1~35
고진호 / 2001 / 제7차 교육과정과 중등 불교교육의 방향 / 종교교육학연구 13:63~81
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UCI(KEPA) : I410-ECN-0101-2013-235-001036333