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From the concept and practice of authority, as originated from the word ‘author,’ we have confronted the general critique and challenge to authorship in philosophy and education. Confronted with challenges to authority, theoretical and experimental studies on authority enable us to ask how we should teach in a real situation in which a teacher exerts some kind of authority, requiring students to obey and play a certain student role. The dilemma inherent in obedience to authority is as old as human history, but at the same time the dilemma and ubiquity of obedience and authority problems still provoke our concern today.
How can religious education provide an environment in which teachers can approach authority in a way that learners are not blindly obliged to obey? I propose an educational model in which teachers share authority with students in a classroom setting. By the term "shared authority" I do not mean that authority should be shared equally between teachers and learners on every issue. This model of shared authority assigns more authority to students than they are assigned under traditional models in the classroom.
It may well be true, of course, that the most important role of teachers is to exert and control authority among the students. Teachers acquire authority to motivate students to participate in learning activities and influence students’ learning practices, however, through "shared authority" or "mutual authority." In this model, students are not encouraged to obey teachers' commands uncritically. Rather they are challenged to share authority with teachers and to participate in the learning process more interactively, in other words, “to become co authors."
How can religious education provide an environment in which teachers can approach authority in a way that learners are not blindly obliged to obey? I propose an educational model in which teachers share authority with students in a classroom setting. By the term "shared authority" I do not mean that authority should be shared equally between teachers and learners on every issue. This model of shared authority assigns more authority to students than they are assigned under traditional models in the classroom.
It may well be true, of course, that the most important role of teachers is to exert and control authority among the students. Teachers acquire authority to motivate students to participate in learning activities and influence students’ learning practices, however, through "shared authority" or "mutual authority." In this model, students are not encouraged to obey teachers' commands uncritically. Rather they are challenged to share authority with teachers and to participate in the learning process more interactively, in other words, “to become co authors."
목차
Ⅰ. 서론
Ⅱ. 심리학적 관점에서 본 권위의 문제
Ⅲ. 권위의 개념
Ⅳ. 공유적 권위에 기반을 둔 기독교 교육모형
Ⅴ. 결론
참고문헌
Abstract
참고문헌 (24)
참고문헌 신청
1. [학술지(정기간행물)] - / 1997 / Between past and future: Eight exercises in political thought
2. [학술지(정기간행물)] - / 1963/1964 / Eichmann in Jerusalem A report on the banality of evil
3. [학술지(정기간행물)] - / 1966 / The origins of totalitarianism
4. [학술지(정기간행물)] - / 1967 / Encyclopedia of Philosophy : 215 ~ 218
5. [학술지(정기간행물)] - / 1988 / Zimbardo's 'Stanford prison experiment' and the relevance of social psychology for teaching business ethics Journal of Business Ethics : 703 ~ 710
2. [학술지(정기간행물)] - / 1963/1964 / Eichmann in Jerusalem A report on the banality of evil
3. [학술지(정기간행물)] - / 1966 / The origins of totalitarianism
4. [학술지(정기간행물)] - / 1967 / Encyclopedia of Philosophy : 215 ~ 218
5. [학술지(정기간행물)] - / 1988 / Zimbardo's 'Stanford prison experiment' and the relevance of social psychology for teaching business ethics Journal of Business Ethics : 703 ~ 710
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