• 한국사회복지학
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• 제68권2호
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• pp.53-77
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• 2016

본 연구의 목적은 한국의 제도권 사회복지실천의 한계점을 극복하기 위해 급진사회운동가들의 실천 경험을 통해 균형 잡힌 실천에 대한 통찰과 함의를 얻고자 한다. 급진사회운동가들의 사회복지실천 경험에 대한 구체적인 경험과 의미 그리고 본질을 살펴보기 위해 Giorgi(2004)의 기술적 현상학으로 접근했다. 본 연구에서는 주로 비제도권 사회복지 관련 분야에서 거시적 실천을 하고 있는 급진사회운동가 9명이 참여했다. 자료는 심층면담을 통해 84개의 의미단위와 24개의 드러난 주제, 7개의 본질적 주제가 구성되었다. 연구 참여자들의 경험을 아우르는 본질적 주제는 '준비된 변화의 빗장열기', '숙명처럼 다가온 일', '아래로부터의 개혁모색', '소수자들의 결집된 힘', '소수자들을 억압하는 법과 제도를 우호적으로 바꾸기', '새가 알을 깨고 나오기 위해서는 고통과 기다림이 필요함', '사회복지실천의 주체적 재구성'으로 나타났다. 이러한 연구결과에 근거하여 한국 사회복지실천의 시사점을 논의했다.

• 한국지구과학회지
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• 제23권2호
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• pp.119-131
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• 2002

Constructivism is defined in a variety of ways (e.g., constructivist research paradigm, sociological constructivism, and philosophical constructivism) and applied in vastly different contexts. Among the various usages and interpretations of constructivism, one is educational constructivism that embodies an epistemological view of knowledge and learning that is an alternative to naive empiricism or classical behaviorism. To represent the full range of stances taken by educational constructivists, three versions of educational constructivism were considered in this study: individual constructivism originating in the work of Piaget, the radical version of constructivism associated with von Glasersfeld, and the social constructivism of Vygotsky. I investigated preservice teachers' meaning construction about constructivist epistemology as they went through their preservice teacher education program using in-depth interviews. This preservice teacher education program employs constructivist aspects of teacher education and generates applications of constructivism to the practice of teaching. Features of preservice teachers' internalized meanings of educational constructivism include: (1)traditional pedagogy as the default, (2) Literal interpretation of constructivism, (3) Individual constructivism as conceptual change learning, (4) Radical constructivism as a strong individualistic philosophy, (5) Social constructivism as being too ideal to be practical. A compilation of the teachers' own statements about how to implement conceptual change learning and their projected role as constructivist teacher is also provided.

• Journal of Ship and Ocean Technology
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• 제5권1호
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• pp.1-13
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• 2001

As Indonesia determines to increase its marine fishery production, the development of tradi-tional boatyards has to be included in the agenda as it will give the local fishing communities a better chance to compete with large capital intensive fishing companies. It will also spread job opportunities evenly throughout the country instead of concentration fishing vessel con- struction in a few large shipyards located primarily on the highly populated island of Java. However development every single boatyard in indonesia would not only be prohibitively ex-pensive, but it would also create social tensions as the introduced technology would not be immediately accepted by the rural societies whose own traditions are still culturally signif-icant. Both these problems can be reduced by developing a collaborative scheme between traditional boatyards and a larger shipyard. The shipyard, with modern facilities, can develop work packages containing knock down components which are then assembled in the tradi-tional boatyards. The work packages are planned and designed so that every component can be assembled with relatively simple tools. Radical changes can be avoided as new techniques can be introduced gradually, responding to the boatyard\\`s own requirements and aspirations. While this manufacturing procedure is conceptually straightforward its efficient implemen-tation is in practice complicated by the fact that each traditional boatyard has unique char-acteristics in terms of labour resources, technological capability, and transportation links. By developing a computer model to simulate the interaction between the main shipyard and small traditional a computer model to simulate the interaction between the main shipyard and small traditional boatyards work packages can be designed that ensure that activities at all manufacturing locations are efficient.