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주제분류
인문학
인문학 일반 역사학 철학 종교학 어문학 기타 인문학
사회과학
사회과학 일반 경영학 관광학 교육학 군사학 문헌정보학 법학 사회학 신문방송학 심리과학 정치외교학 지리학 행정학 경제학 무역학 인류학 기타 사회과학
자연과학
자연과학 일반 물리학 생물학 생활과학 수학·통계학 천문학 지구과학 화학 기타 자연과학
공학
공학 일반 건축공학 기계공학 산업공학 재료·에너지공학 전기전자공학 조선해양공학 화학공학 컴퓨터학 기타공학
의약학
의학 일반 간호학 수의학 약학 한의학 기초의학 임상의학 기타 의약학
농수해양학
농수해양학 일반 농학 수산학 식품과학 임학 축산학 해상운송학 기타 농수해양학
예술체육학
예술 일반 디자인 미술 미용 사진 음악학 의상 체육 공연매체예술 기타 예술체육학
복합학
학제간연구 과학기술학 뇌인지과학 기술정책 기타 복합학

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논문 기본 정보

자료유형
학술저널
저자정보
저널정보
한국무용교육학회 한국무용교육학회지 한국무용교육학회지 제26권 제2호
발행연도
2015.1
수록면
35 - 49 (15page)

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This research interpreted postmodernism as a new cultural logic comprehensively calling the cultural phenomenon which has shown up with the advent of a socil life and a new-way economic order since the 1960s. As an individual’s point of view changes as he or she goes through the real world, the paradigm of dancing education gets related to society, economy, and the cultural change and speed. A shift toward the information and knowledgebased society has created craving for new social and cultural desire, education has stressed creativity based on the knowledge, not the acquirement of simple knowledge itself, and the art education has focused its paradigm on creativity and experience education as well. This research saw the starting point of a change in the paradigm of dancing education comes from ideologies in the age prior to postmodernism, not from a postmodern society. It is aimed at analyzing what factors played a leading role in changing the paradigm of dancing education by the relationship between arts education and dancing through the characteristics of postmodernism, and exploring the changed goals of dancing education by taking part in postmodern society. The capitalistic ruling ideology had taken control over life, thinking, culture and art, in reaction to which postmodernism came into being. While modernism was frentically in pursuit of high-level specialization in the field of each and every culture, and communicated with one another in their own language, postmodernism criticized such an incommunicable state and began to break down the boundary of life and culture. The special features of postmodernism arts like that have brought about transformation in the way people see and experience the world, and the social and cultural desire has been wary of the authority of knowledge which logical thinking can enjoy. As a result, a not-solid way of thinking as to new values in terms of the newly-appearing paradigm of dancing education has turned itself into the stepping-stone by which the change in paradigm towards creativity and experience education took place. Abstract A study on the postmodernism relationship as the factors of changes in the paradigm of dance education 37 Therefore, dancing education can be included in the knowledge structure intended for an age-conscious education, and the display of sensibility, sensitivity, and creativity has emerged as the diversification of creative ideas which has been seen as individual and insignificant. Dancing, as a form of knowledge and experience, is a kind of method to convey and organize individual perceptions, which came to recognize an individual as a perfect one. So the transformation in one’s view on the plural and cultural knowledge, as a whole-person education, which includes new ideologies and generalize consciousness through participation, can tell us the change and direction of dancing education paradigm which should go on in human beings’ life
#무용교육 #창의·체험 #패러다임 #포스트모더니즘 #전인교육 #dance education #creativity. experience #paradigm #postmodernism #whole-person education

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참고문헌 신청
고경화 / 2009 / 예수교육의 역사와 이론 / 학지사 google schola 김욱동 / 1993 / 모더니즘과 포스트모더니즘 / 현암사 google schola 김화숙 / 2013 / 무용교육론 / 한학문화 google schola 목영해 / 1996 / 후 현대주의 교육학 / 교육과학사 google schola 전병태 / 2007 / 커뮤니티 아트 진흥 방안 연구 google schola

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