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제목 [The Korea Times] 경기우리대안학교 최필열 교장 코리아타임즈 인터뷰
등록일 2014-09-23 18:31:54 조회수 36257
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'The Korea Times'(코리아 타임즈)- 경기우리대안학교 교장 인터뷰 (2014.09.18 기재)




'Teach troubled teens with compassion'


Posted : 2014-09-18 15:24
Updated : 2014-09-18 15:24

By Ko Dong-hwan


Educators should embrace a diverse, holistic approach to help students with behavioral issues, rather than isolate them, the head on an alternative school for troubled teens said. Choi Pil-yeol, principal of Gyeonggi Woori Alternative School (GWAS) in Ansan, Gyeonggi Province, said her school's approach ? which teaches academics as well as "healing" activities such as horticulture ? is helping teens get back on the right path. She believes that not only those with behavioral issues, but all children, can benefit from a more varied education than what is generally offered in Korea. "Students need a path to find out who they are," she said in an interview at her office. "To this end, we help foster their creativity and cognitive development through a diverse, communicative approach. "Teenagers are at demarcation line between children and adults," she continued. "Educators need to have more compassion for them, especially those with behavioral issues."


Students of GWAS learn a traditional oriental horticulture lesson that teaches how to make up aesthetic flowery baskets in an orthodox manner.
Opened last year, the school is recognized by the Gyeonngi school district. Principles from other schools refer struggling students to GWAS for six-month stretches, after which they are reincorporated into their original school. It can accommodate 25 students. Once enrolled, GWAS students attend classes including math, science and English, but also special courses such as horticulture, art therapy, ethics and cosmetology. Recently, a new class has been introduced that teaches about the importance of abiding by the law and civic responsibility. Many of the students are sent to GWAS because they were identified as bullies. However, Choi stressed that focusing too much on discipline without addressing emotional needs can set students with behavior issues even further back, perhaps even leading them to a life of crime. Choi believes that a diversified approach should not be limited to alternative schools. The Korean education system, she says, lacks a sense of creativity. "The education system has its roots in the industrial boom of the 1970s, when it saw the students' capabilities in terms of efficiency and market value," she said. "But there has been an evolution from industrialism to information technology and cultural commodities, so there is a need for substantial change." She added that the country's schools have begun to include elements of liberal education such as encouraging students to express their own opinions. But these have been applied without a systematic approach, leading some to develop a sense of "liberty without a sense of responsibility." In the end, Choi believes that a sense of responsibility is at the core of education, applied not only by students but teachers and administrators. "True education should help students form a sense of ethics," she said.


http://m.koreatimes.co.kr/phone/news/view.jsp?req_newsidx=164780


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Educators should embrace a diverse, holistic approach to help students with behavioral issues, rather than isolate them, the head on an alternative school for troubled teens said.

문제학생을 교육하는 대안학교의 교장은 교육자란 모름지기 학교에 잘 적응하지 못하는 학생들을 다방면과 포괄적인 접근방식으로 도와야 한다고 말한다.

Choi Pil-yeol, principal of Gyeonggi Woori Alternative School (GWAS) in Ansan, Gyeonggi Province, said her school's approach ? which teaches academics as well as "healing" activities such as horticulture ? is helping teens get back on the right path.

안산 경기우리대안학교의 교장 최필열, 그녀의 학교 지침이 학문뿐만이 아니라 꽃꽂이 같은 활동을 통해 학생이 올바른 길로 돌아갈 수 있도록 치유하는 것이라 한다.

She believes that not only those with behavioral issues, but all children, can benefit from a more varied education than what is generally offered in Korea.
그녀는 문제학생뿐만 아니라 한국에서 제공되는 일반적인 교육을 받는 학생 또한 대안학교의 여러가지 교육을 통해 혜택을 받을 수 있다고 한다. 



"Students need a path to find out who they are," she said in an interview at her office. "To this end, we help foster their creativity and cognitive development through a diverse, communicative approach.

학생들은 그들 스스로가 누구인지 파악하기 위한 방향성을 찾아나갈 필요가 있어요그녀의 사무실에서 그녀는 말했다. “결국에 우리는 그들이 가진 창의력과 인지기능을 여러가지 커뮤니케이션적 방법을 통해 배양하게 도와주는 것이죠

"Teenagers are at demarcation line between children and adults," she continued. "Educators need to have more compassion for them, especially those with behavioral issues."

청소년들은 아이와 어른의 중간단계에 걸쳐있습니다그녀는 말을 이었다. “교육자는 특히 문제학생들에게 더 열정을 가지고 대할 필요가 있어요.”


Opened last year, the school is recognized by the Gyeonngi school district. Principles from other schools refer struggling students to GWAS for six-month stretches, after which they are reincorporated into their original school. It can accommodate 25 students.

작년에 개교한 우리대안학교는 경기도 학권에서 인정받는 학교이다. 다른 학교의 교장은 문제를 겪는 학생을 우리대안학교로 6개월 보낸 후 다시 본래 학교로 받아들인다. 우리대안학교는 총 25명의 학생을 수용할 수 있다.

Once enrolled, GWAS students attend classes including math, science and English, but also special courses such as horticulture, art therapy, ethics and cosmetology. Recently, a new class has been introduced that teaches about the importance of abiding by the law and civic responsibility.
우리대안학교에 입학 후, 학생들은 수학, 과학, 영어 같은 학습뿐만이 아니라 꽃꽂이, 미술 치료, 미용기술과 같은 특별 과정도 배우게 된다. 최근 법과 시민의 책임성 불변의 중요성과 같은 새로운 과정도 시작되었다.



Many of the students are sent to GWAS because they were identified as bullies. However, Choi stressed that focusing too much on discipline without addressing emotional needs can set students with behavior issues even further back, perhaps even leading them to a life of crime.
많은 학생들이 문제아로 우리대안학교에 보내진다. 하지만 최 교장은 감정적인 배출구를 준비하지 않은채 규율에만 얽매여 문제학생을 대하는 것은 그들을 범죄자의 인생으로 이끌 수 있다고 강조한다.



Choi believes that a diversified approach should not be limited to alternative schools. The Korean education system, she says, lacks a sense of creativity.
최 교장은 이러한 다양한 교육방식이 비단 대안학교뿐만 아니라 창의성이 부족한 한국의 교육 시스템에도 적용되어야 한다고 믿는다.


"The education system has its roots in the industrial boom of the 1970s, when it saw the students' capabilities in terms of efficiency and market value," she said. "But there has been an evolution from industrialism to information technology and cultural commodities, so there is a need for substantial change."

교육체계는 1970년대의 산업화에 그 뿌리를 두고 있어요. 학생들의 능력을 단지 효율성과 시장경제력이라는 점에만 초점을 맞춘 시대 말이에요.” “하지만 그러한 산업화 시대는 정보화 시대와 문화상품의 시대로 변화되었고 그에 맞춰 거대한 변화가 필요합니다.”

She added that the country's schools have begun to include elements of liberal education such as encouraging students to express their own opinions. But these have been applied without a systematic approach, leading some to develop a sense of "liberty without a sense of responsibility."
그녀는 한국의 고등교육이 학생들이 스스로의 의견을 표현할 수 있는 요소를 반영할 수 있게 변하기 시작했다고 말한다. 하지만 체계적인 접근없이 적용되어 책임없는 자유를 지닌 사람들이 많아지게 되었다고 말한다.


In the end, Choi believes that a sense of responsibility is at the core of education, applied not only by students but teachers and administrators.

마지막으로, 최 교장은 책임감이야말로 교육의 정점에 존재하며 학생뿐만 아니라 선생과 행정관계자에게도 이는 적용된다고 말한다.

"True education should help students form a sense of ethics," she said.

진정한 교육자는 학생들이 윤리의식을 가질 수 있도록 도와야 하죠.” 라고 말한다.







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