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목 7월 25일 오후 2시-4시에 특강 예정입니다. <br />순천대 사범대 1호관 305호 <br /> <br />주제: <br /> <DIV>강의 주제: Fostering the Student’s <EM>Bildung</EM> through Philosophical Exercises (<EM>Askēsis</EM>): Implications for Curriculum Theory</DIV> <DIV> </DIV> <DIV>강의 개요: 독일 철학의 용어 중 하나인, <EM>Bildung</EM> (잠재력 계발) 은 커리큐럼 이론의 중요한 일부이다. 본 연구의 주 목적은 교사들이 어떻게 학생들의 <EM>Bildung</EM>에 관여할 수 있는가를 탐구하는 데 있다. <SPAN style="FONT-STYLE: normal">Foucault 의 <SPAN style="FONT-FAMILY: ArialMT; TEXT-INDENT: 48px"><FONT face=굴림>askēsis 이론을 바탕으로, 본 연구는 세명의 박사과정에 있는 학생들의 Bildung 계발의 가능성을 파악하고자 한다. 연구 결과를 바탕으로 커리큐럼 이론에 몇가지 기여를 하고자 한다.</FONT></SPAN></SPAN></DIV> <DIV><SPAN style="FONT-STYLE: normal"><SPAN style="FONT-FAMILY: ArialMT; TEXT-INDENT: 48px"></SPAN></SPAN> </DIV> <DIV><SPAN style="FONT-STYLE: normal"><SPAN style="FONT-FAMILY: ArialMT; TEXT-INDENT: 48px"> <DIV>Abstract:</DIV> <P class=MsoNormal style="TEXT-INDENT: 0.5in"><FONT face=ArialMT>The development of self is an important part of formal education, and related to the notion of self is the development of <EM>Bildung,</EM> or cultivation of the self. <EM>Bildung</EM> has been an integral part of curriculum theory in the United States. However, despite many theoretical debates on <EM>Bildung </EM>in the literature<EM>,</EM> there is a lack of discussion on <EM>Bildung</EM> at the classroom level. The purpose of this article is to explore how teachers or teacher educators can foster and nourish their students’ <EM>Bildung</EM> at the classroom level. This study examines the <EM>Bildung </EM>processes of two doctoral students based on their autobiographical essays to show their effort of developing themselves. As a theoretical framework Foucault’s notion of <EM>askēsis</EM> has been used, which is a philosophical exercise that includes three forms of reflexivity: <EM>Memory, Meditation</EM> and <EM>Method</EM>. Based on the findings, we make implications for curriculum studies and/teacher education. We first argue that <EM>Bildung</EM> needs to be guided, nourished, and fostered through formal education by teachers in the classroom. Hence, a classroom should be a “habitat,” an environment in which both teachers and students dwell to become <EM>Bildung</EM>-centered teachers and students. We also argue that <EM>Bildung</EM> needs to be practiced as <EM>askēsis </EM>by students and teachers as an act of care through classroom activities. We add that teachers, <EM>Bildung</EM>-centered teachers in particular, do have autonomy, freedom, and independence to create such activities for their students, in which the process of <EM>Bildung</EM> can be carried out.</FONT> <SPAN style="FONT-FAMILY: ArialMT; TEXT-INDENT: 0.5in"> </SPAN><br /></SPAN></SPAN><br></DIV><SPAN style="FONT-STYLE: normal"><SPAN style="FONT-FAMILY: ArialMT; TEXT-INDENT: 48px"></SPAN></SPAN> <br /><SPAN style="FONT-STYLE: normal"><SPAN style="FONT-FAMILY: ArialMT; TEXT-INDENT: 48px"> <br /> <DIV>Jeong-Hee Kim, Ph.D.</DIV> <DIV> <DIV> <DIV style="WHITE-SPACE: normal; WORD-SPACING: 0px; TEXT-TRANSFORM: none; COLOR: rgb(0,0,0); LETTER-SPACING: normal; TEXT-INDENT: 0px"> <DIV style="WHITE-SPACE: normal; WORD-SPACING: 0px; TEXT-TRANSFORM: none; COLOR: rgb(0,0,0); LETTER-SPACING: normal; TEXT-INDENT: 0px"> <DIV style="WHITE-SPACE: normal; WORD-SPACING: 0px; TEXT-TRANSFORM: none; COLOR: rgb(0,0,0); LETTER-SPACING: normal; TEXT-INDENT: 0px"> <DIV style="WHITE-SPACE: normal; WORD-SPACING: 0px; TEXT-TRANSFORM: none; COLOR: rgb(0,0,0); LETTER-SPACING: normal; TEXT-INDENT: 0px"> <DIV style="WHITE-SPACE: normal; WORD-SPACING: 0px; TEXT-TRANSFORM: none; COLOR: rgb(0,0,0); LETTER-SPACING: normal; TEXT-INDENT: 0px">Professor of Curriculum Studies and Teacher Education<br />Department of Curriculum and Instruction<br />College of Education, Texas Tech University<br />Education Building #378<br />Box 41071 <br />3002 18th Street<br />Lubbock, Texas 79409-1071</DIV> <DIV style="WHITE-SPACE: normal; WORD-SPACING: 0px; TEXT-TRANSFORM: none; COLOR: rgb(0,0,0); LETTER-SPACING: normal; TEXT-INDENT: 0px"> </DIV> <DIV style="WHITE-SPACE: normal; WORD-SPACING: 0px; TEXT-TRANSFORM: none; COLOR: rgb(0,0,0); LETTER-SPACING: normal; TEXT-INDENT: 0px"><A href="http://www.depts.ttu.edu/education/our-people/Faculty/jeong_hee_kim.php" rel="noopener noreferrer" target=_blank>http://www.depts.ttu.edu/education/our-people/Faculty/jeong_hee_kim.php</A></DIV> <DIV style="WHITE-SPACE: normal; WORD-SPACING: 0px; TEXT-TRANSFORM: none; COLOR: rgb(0,0,0); LETTER-SPACING: normal; TEXT-INDENT: 0px"> </DIV> <DIV style="WHITE-SPACE: normal; WORD-SPACING: 0px; TEXT-TRANSFORM: none; COLOR: rgb(0,0,0); LETTER-SPACING: normal; TEXT-INDENT: 0px"></DIV> <DIV style="WHITE-SPACE: normal; WORD-SPACING: 0px; TEXT-TRANSFORM: none; COLOR: rgb(0,0,0); LETTER-SPACING: normal; TEXT-INDENT: 0px">Author of Understanding Narrative Inquiry:<br /><A href="https://us.sagepub.com/en-us/nam/understanding-narrative-inquiry/book240868#description" rel="noopener noreferrer" target=_blank>https://us.sagepub.com/en-us/nam/understanding-narrative-inquiry/book240868#description</A></DIV></DIV></DIV></DIV></DIV></DIV></DIV></SPAN></SPAN>
목 7월 25일 오후 2시-4시에 특강 예정입니다. <br />순천대 사범대 1호관 305호 <br /> <br />주제: <br /> <DIV>강의 주제: Fostering the Student’s <EM>Bildung</EM> through Philosophical Exercises (<EM>Askēsis</EM>): Implications for Curriculum Theory</DIV> <DIV> </DIV> <DIV>강의 개요: 독일 철학의 용어 중 하나인, <EM>Bildung</EM> (잠재력 계발) 은 커리큐럼 이론의 중요한 일부이다. 본 연구의 주 목적은 교사들이 어떻게 학생들의 <EM>Bildung</EM>에 관여할 수 있는가를 탐구하는 데 있다. <SPAN style="FONT-STYLE: normal">Foucault 의 <SPAN style="FONT-FAMILY: ArialMT; TEXT-INDENT: 48px"><FONT face=굴림>askēsis 이론을 바탕으로, 본 연구는 세명의 박사과정에 있는 학생들의 Bildung 계발의 가능성을 파악하고자 한다. 연구 결과를 바탕으로 커리큐럼 이론에 몇가지 기여를 하고자 한다.</FONT></SPAN></SPAN></DIV> <DIV><SPAN style="FONT-STYLE: normal"><SPAN style="FONT-FAMILY: ArialMT; TEXT-INDENT: 48px"></SPAN></SPAN> </DIV> <DIV><SPAN style="FONT-STYLE: normal"><SPAN style="FONT-FAMILY: ArialMT; TEXT-INDENT: 48px"> <DIV>Abstract:</DIV> <P class=MsoNormal style="TEXT-INDENT: 0.5in"><FONT face=ArialMT>The development of self is an important part of formal education, and related to the notion of self is the development of <EM>Bildung,</EM> or cultivation of the self. <EM>Bildung</EM> has been an integral part of curriculum theory in the United States. However, despite many theoretical debates on <EM>Bildung </EM>in the literature<EM>,</EM> there is a lack of discussion on <EM>Bildung</EM> at the classroom level. The purpose of this article is to explore how teachers or teacher educators can foster and nourish their students’ <EM>Bildung</EM> at the classroom level. This study examines the <EM>Bildung </EM>processes of two doctoral students based on their autobiographical essays to show their effort of developing themselves. As a theoretical framework Foucault’s notion of <EM>askēsis</EM> has been used, which is a philosophical exercise that includes three forms of reflexivity: <EM>Memory, Meditation</EM> and <EM>Method</EM>. Based on the findings, we make implications for curriculum studies and/teacher education. We first argue that <EM>Bildung</EM> needs to be guided, nourished, and fostered through formal education by teachers in the classroom. Hence, a classroom should be a “habitat,” an environment in which both teachers and students dwell to become <EM>Bildung</EM>-centered teachers and students. We also argue that <EM>Bildung</EM> needs to be practiced as <EM>askēsis </EM>by students and teachers as an act of care through classroom activities. We add that teachers, <EM>Bildung</EM>-centered teachers in particular, do have autonomy, freedom, and independence to create such activities for their students, in which the process of <EM>Bildung</EM> can be carried out.</FONT> <SPAN style="FONT-FAMILY: ArialMT; TEXT-INDENT: 0.5in"> </SPAN><br /></SPAN></SPAN><br></DIV><SPAN style="FONT-STYLE: normal"><SPAN style="FONT-FAMILY: ArialMT; TEXT-INDENT: 48px"></SPAN></SPAN> <br /><SPAN style="FONT-STYLE: normal"><SPAN style="FONT-FAMILY: ArialMT; TEXT-INDENT: 48px"> <br /> <DIV>Jeong-Hee Kim, Ph.D.</DIV> <DIV> <DIV> <DIV style="WHITE-SPACE: normal; WORD-SPACING: 0px; TEXT-TRANSFORM: none; COLOR: rgb(0,0,0); LETTER-SPACING: normal; TEXT-INDENT: 0px"> <DIV style="WHITE-SPACE: normal; WORD-SPACING: 0px; TEXT-TRANSFORM: none; COLOR: rgb(0,0,0); LETTER-SPACING: normal; TEXT-INDENT: 0px"> <DIV style="WHITE-SPACE: normal; WORD-SPACING: 0px; TEXT-TRANSFORM: none; COLOR: rgb(0,0,0); LETTER-SPACING: normal; TEXT-INDENT: 0px"> <DIV style="WHITE-SPACE: normal; WORD-SPACING: 0px; TEXT-TRANSFORM: none; COLOR: rgb(0,0,0); LETTER-SPACING: normal; TEXT-INDENT: 0px"> <DIV style="WHITE-SPACE: normal; WORD-SPACING: 0px; TEXT-TRANSFORM: none; COLOR: rgb(0,0,0); LETTER-SPACING: normal; TEXT-INDENT: 0px">Professor of Curriculum Studies and Teacher Education<br />Department of Curriculum and Instruction<br />College of Education, Texas Tech University<br />Education Building #378<br />Box 41071 <br />3002 18th Street<br />Lubbock, Texas 79409-1071</DIV> <DIV style="WHITE-SPACE: normal; WORD-SPACING: 0px; TEXT-TRANSFORM: none; COLOR: rgb(0,0,0); LETTER-SPACING: normal; TEXT-INDENT: 0px"> </DIV> <DIV style="WHITE-SPACE: normal; WORD-SPACING: 0px; TEXT-TRANSFORM: none; COLOR: rgb(0,0,0); LETTER-SPACING: normal; TEXT-INDENT: 0px"><A href="http://www.depts.ttu.edu/education/our-people/Faculty/jeong_hee_kim.php" rel="noopener noreferrer" target=_blank>http://www.depts.ttu.edu/education/our-people/Faculty/jeong_hee_kim.php</A></DIV> <DIV style="WHITE-SPACE: normal; WORD-SPACING: 0px; TEXT-TRANSFORM: none; COLOR: rgb(0,0,0); LETTER-SPACING: normal; TEXT-INDENT: 0px"> </DIV> <DIV style="WHITE-SPACE: normal; WORD-SPACING: 0px; TEXT-TRANSFORM: none; COLOR: rgb(0,0,0); LETTER-SPACING: normal; TEXT-INDENT: 0px"></DIV> <DIV style="WHITE-SPACE: normal; WORD-SPACING: 0px; TEXT-TRANSFORM: none; COLOR: rgb(0,0,0); LETTER-SPACING: normal; TEXT-INDENT: 0px">Author of Understanding Narrative Inquiry:<br /><A href="https://us.sagepub.com/en-us/nam/understanding-narrative-inquiry/book240868#description" rel="noopener noreferrer" target=_blank>https://us.sagepub.com/en-us/nam/understanding-narrative-inquiry/book240868#description</A></DIV></DIV></DIV></DIV></DIV></DIV></DIV></SPAN></SPAN>
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