ScholarWorks@Dongguk University: Cho, Sang sik

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Cho, Sang sik (조상식)

College of Education (Department of Education)

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Tel 02-2260-3391
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푸코:4||Foucault:4||Michel Foucault:3||Bildung:3||피터스:2||인문주의 교육:2||hermeneutics:2||미셀 푸코:2||정치교육:2||해석학:2||Governmentality:2||통치성:2||교사교육:2||political education:2||Peters:2||humanistic education:2||교육의 패러독스:2||Art teacher:1||Artist:1||Beutelsbach Consensus:1||Beutelsbach’s Convention:1||Bildung concept:1||Bildung 개념:1||Bologna Convention:1||Charaktererziehung:1||Comenius:1||Compulsory and Free Education:1||Concealed backdraft:1||Cyber education:1||Deleuze:1||Educational Concept:1||Educational Innovation:1||Educational Policy in Germany:1||Educational Publicity:1||Educational Reform:1||Erasmus:1||Erziehung:1||Excellence as university discourse:1||Fröbel:1||Freud:1||Gadamer's Hermeneutics:1||Gaston Bachelard:1||German Teacher Training System:1||German educated middle class:1||German pedagogy:1||German schoolmistress training:1||German teachers' training system:1||Giesecke:1||Gyeonggi Dream School:1||Gyeonggi ERoom School:1||Gyeonggi Village Educational Community:1||Hans Richert:1||History of Effect:1||Humanistic education:1||Ideengeschichte:1||Identity:1||Inclusive Demand:1||Innovation Education:1||Innovation School:1||Institutional Welfare for Children and Teenagers:1||Kants Dialektik:1||Kant’s Critique of Judgment:1||Karl Popper:1||Konzept des Charaketers:1||Lacan:1||Latour’s ontology:1||Modern university:1||Nationalsozialistische Bildungsidee:1||NeoKantism:1||Norbert Elias:1||Online education:1||Orbis Sensualium Pictus:1||Paradox of Education:1||Play of Children:1||Policy Analysis:1||Policy Type:1||Program for Quality Promotion of the Teacher Training System:1||Remote education:1||Resistant adaptation:1||Schiller:1||Seoul Metropolitan Office of Education:1||Support System for Vulnerable Social Group:1||Teacher:1||Teacher education:1||Teacher training:1||The Order of Things:1||The university in ruins. Bill readings:1||Theorie des Charakters bzw. Moralität:1||Transcendent Justification:1||] Educational Policy Change Process:1||academic theory:1||analogousness and representation:1||antiintellectualism:1||antipedagogy:1||beauty as the symbol of the morally good:1||canon:1||civil class:1||comparative research of curriculum:1||critical rationalism:1||curriculum composition:1||democratic civil education:1||desire analysis:1||dialectical logic:1||discipline theory:1||educational anthropology:1||educational concept:1||educational correctness:1||educational diversity:1||educational formation of human.:1||educational thought:1||educationalization tendency:1||effective history:1||election age:1||enlightenment:1||extension of research area:1||future society:1||governance:1||governmentality:1||gymnasium teachers:1||höhere Schulreform:1||hermeneutic rules and model:1||high school credit system:1||history of concepts:1||imagination and creativity in Education:1||infantilization:1||information and artificial intelligence:1||interaction between self and world(Wirkung von Ich and Welt):1||intersectionality:1||judgment of beauty:1||logic of composition of selective subject:1||mathematics selection subject:1||megatrend:1||modern pedagogy:1||modern teacher image:1||moral education:1||multiculturalism:1||nature/social dualism:1||ontological academic understanding:1||pädagogische Aporie:1||paradox of education:1||parent education:1||pluralistic domocracy:1||population:1||population management:1||posthumanism centered on dehumanization:1||research methodology for educational thought:1||responsibility ideology:1||safety:1||school knowledge:1||school overfunctioning:1||school safety policies:1||selfcare(Le souci de soi):1||selfresponsibility:1||social practices:1||structure and character of subject:1||student agency:1||subjectivity:1||sublime:1||teacher education:1||technological presence:1||technologies of self and technologies of others:1||teleology:1||the consideration of student interest:1||the imperative to present controversy:1||the prohibition against overwhelming students:1||transcendent justification:1||twiceexceptional:1||value education:1||『말과 사물』:1||『세계도회』:1||가다머의 해석학:1||가스통 바슐라르:1||가치교육:1||강제성의 금지:1||개념사:1||경기꿈의학교:1||경기마을교육공동체:1||경기이룸학교:1||계몽주의:1||고교학점제:1||교과목의 구조와 성격:1||교사:1||교원연수:1||교육 개념:1||교육개념:1||교육과정 구성:1||교육과정 국가 간 비교:1||교육사상:1||교육사상 연구방법론:1||교육에서 상상력과 창의력:1||교육영향사:1||교육으로서 미술:1||교육의 공공성:1||교육적 다양성:1||교육적 아포리아:1||교육적 올바름:1||교육적 인간학:1||교육적 인간형성:1||교육정책의 변화 과정:1||국가사회주의 교육이념:1||근대 교육(Erziehung):1||근대 교육학:1||근대 대학:1||근대적 교사상:1||기섹케:1||기술적 존재자:1||김나지움 교사:1||노르베르트 엘리아스:1||논쟁성의 유지:1||놀이:1||다문화주의:1||다원주의적 민주주의:1||대학 담론:1||도덕교육:1||독일 1924/25 중등학교개혁:1||독일 교사양성제도:1||독일 교양시민계층:1||독일 교원양상제도:1||독일 교육정책:1||독일 여교사 양성:1||들뢰즈:1||라캉:1||라투르 존재론:1||레딩스:1||메가트렌드:1||목적론:1||미래사회:1||미술가:1||미술교사:1||미학교육론:1||민주시민교육:1||반(反)지성주의:1||반교육학:1||변증법적 논리학:1||보이텔스바하 협약:1||보이텔스바흐 협약:1||볼로냐 협약:1||부모교육:1||비판적 합리주의:1||빌둥(Bildung):1||사회적 활동:1||선거연령:1||선택과목의 구성 논리:1||선험적 정당화:1||선험적 정당화론:1||수월성:1||수학 선택과목:1||숭고:1||쉴러:1||시민 계급:1||신칸트주의:1||아동 및 청소년 복지 체제:1||아동성:1||안전:1||에라스무스:1||에피스테메:1||영향사적 인식:1||예술로서 미술:1||온라인연수:1||욕망분석:1||원격교육:1||유사성과 재현:1||윤리성의 상징으로서 미:1||은폐된 역류:1||의무․무상 교육:1||이념사:1||인구:1||인구 관리:1||인문교육:1||인성 개념:1||인성 및 도덕이론:1||인성교육:1||자기 책임:1||자기배려:1||자기의 기술과 지배의 기술:1||자아와 세계의 상호작용:1||자연/사회 이분법:1||저항적 순응:1||정보·인공지능:1||정전(正典):1||정책 분석:1||정책 유형:1||정체성:1||정치적 행위능력의 강화:1||직무연수:1||질 제고 프로그램:1||책임 이데올로기:1||추측:1||취미판단:1||취약계층 지원 정책:1||칸트 변증론:1||칸트 판단력비판:1||칼 포퍼:1||코로나19:1||코메니우스:1||탈 인간중심의 포스트휴머니즘:1||통치:1||폐허의 대학:1||포스트모더니즘:1||포용의 요구:1||프로이트:1||프뢰벨:1||피로사회:1||학교안전정책:1||학교의 과기능화:1||학교지식:1||학습자 주체성:1||학습자 특성:1||한스 리헤르트(Hans Richert):1||해석학적 규칙과 모형:1||행위주체성:1||‌‌연구영역의‌ 외연확장:1||훈육이론:1||‌ 교육개혁:1||‌ 교육혁신:1||‌ 서울시교육청:1||‌ 혁신:1||‌ 혁신학교:1||‌교육화‌ 경향:1||‌독일‌ 교육학:1||‌미국‌ 교육학:1||‌존재론적‌ 학문‌ 이해:1||‌학문이론:1||‌혁신교육:1||épistémè:1||Aesthetic Education:1||American pedagogy:1||Art as a Artistic genre:1||Art education:1||

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