우리나라 『교육학연구』의 연구주제 분석 및 관련쟁점의 제기
DC Field | Value | Language |
---|---|---|
dc.contributor.author | 윤병희 | - |
dc.date.available | 2021-02-22T13:31:57Z | - |
dc.date.issued | 2011-06 | - |
dc.identifier.issn | 1598-1940 | - |
dc.identifier.uri | https://scholarworks.sookmyung.ac.kr/handle/2020.sw.sookmyung/12921 | - |
dc.description.abstract | 기존의 교육학이 학문적 정체성과 자율성의 문제에 봉착하고 있다는 선입견에 비추어, 본 연구는 여덟 가지의 개념유형으로 구성되는 분석의 틀에 근거하여 최근 11년간 우리나라 『교육학연구』에 수록된 530편 논문들의 연구주제와 범위를 그 제목에 사용되는 용어, 어휘, 개념을 중심으로 분석하였다. 분석의 결과 개념유형의 예상 사례에 해당되는 ‘교육’, ‘학교’, 그리고 모학문 해당 용어 등이 학문이 갖춰야 할 이론적 구심점 없이 자의적으로 선택, 사용된다는 사실이 경험적으로 검증되었다. 아울러 이러한 용어와 개념의 난맥상과 더불어, 학문의 정체성에 관한 비판의식의 결여 문제와 메타포의 오남용 문제가 후속 논의를 위한 쟁점으로 제기되었다. | - |
dc.description.abstract | Our hermeneutical prejudice against the problems of disciplinary identity and methodological autonomy inherent in the traditional educational studies functions as a conceptual criterion for a critical empirical analysis of the research themes and interests of the Korean educational scholars. A meticulous empirical investigation into the research topics contained in the titles of the 530 papers in the contemporary Korean Journal of Educational Research confirms our initial prejudice to the extend that the explicit linguistic renderings on the titles of the published papers are replete with either commonsensical, mundane terms and vocabularies or hackneyed jargons from the other independent disciplines and sciences. One of the conspicuous phenomena was a reiteration of such trite expressions as ‘education’, ‘school’, ‘learning’, ‘curriculum’ and their respective family-resemblance terms, as anticipated. In conjunction with the empirical findings we were able to identify a number of related issues for further in-depth studies: first, we are supposed to grapple with the issue of how to deal with the decontextualized signifier-signified relation in the contemporary educational theories and discourses; second, we face the issue of how to restore disciplinary rigor and identity without inveterate recourse to the methodology of mother/father disciplines; finally, we are obliged to discern bad metaphors(e.g., metaphoric abuse and misuse) from goods ones, which are implicit in the process of education theorizing. | - |
dc.format.extent | 33 | - |
dc.language | 한국어 | - |
dc.language.iso | KOR | - |
dc.publisher | 한국교육원리학회 | - |
dc.title | 우리나라 『교육학연구』의 연구주제 분석 및 관련쟁점의 제기 | - |
dc.title.alternative | A critical analysis of the topics of the contemporary Korean Journal of Educational Research and the contingent issues | - |
dc.type | Article | - |
dc.publisher.location | 대한민국 | - |
dc.identifier.bibliographicCitation | 교육원리연구, v.16, no.1, pp 1 - 33 | - |
dc.citation.title | 교육원리연구 | - |
dc.citation.volume | 16 | - |
dc.citation.number | 1 | - |
dc.citation.startPage | 1 | - |
dc.citation.endPage | 33 | - |
dc.identifier.kciid | ART001563402 | - |
dc.description.isOpenAccess | N | - |
dc.description.journalRegisteredClass | kci | - |
dc.subject.keywordAuthor | 교육학의 학문적 정체성과 자율성 | - |
dc.subject.keywordAuthor | 교육학 연구주제와 범위 | - |
dc.subject.keywordAuthor | 메타포의 오남용 | - |
dc.subject.keywordAuthor | 교육학 용어와 어휘의 분석 | - |
dc.subject.keywordAuthor | disciplinary identity and autonomy of educational studies | - |
dc.subject.keywordAuthor | research topics | - |
dc.subject.keywordAuthor | themes | - |
dc.subject.keywordAuthor | terms and vocabularies of educational studies | - |
dc.subject.keywordAuthor | metaphoric misuse and abuse | - |
dc.identifier.url | https://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4050025719214 | - |
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