본 연구는 최근 영재리더십 분야에서 강조되고 있는 ‘함께하는 리더십’을 철학적 탐구공동체 활동을 통해 신장시키고자 하였다. 이를 위해 철학적 탐구공동체 활동에 PBL과 Action Learning 기법을 활용한 영재리더십 프로그램을 한국과학영재학교 신입생을 대상으로 적용하였다. 영재리더십 프로그램의 목표인 자기관리, 타인배려, 협력적 문제해결 능력 달성 여부에 대해 학생들과 프로그램을 진행한 강사들은 자신을 성찰하고 리더의 개념을 재정립하는 좋은 기회가 되었으며, 타인에 대한 배려와 공동체의 중요성을 인지하는 등 프로그램의 주요 목표 달성에 효과적이었음을 밝혔다. 또한 쓰기와 발표 능력 신장과 문제 해결 능력 향상에도 도움이 되었다고 했다. 그러나 영재를 대상으로 한 리더십 프로그램으로 정착되기 위해서는 프로그램의 전문화 및 특성화가 강화되어야 하며, 강사의 역량 강화를 위한 체계적인 교육의 보완이 시급함을 알 수 있었다. 그리고 학생들의 생활을 토대로 한 문제 상황에 철학적 접근이 보다 강화되어야 하며, 학생들의 흥미를 유발할 수 있는 교육방법의 보완이 필요하였다.

This study is aimed at improving “team leadership”, which is an emerging concept in the field of gifted children’s leadership, through the use of “community of philosophical inquiry.” Previous efforts using community of philosophical inquiry that were criticized from the perspective of content and methods were subsequently modified with the assistance of “PBL” and “Action Learning” techniques. As such, this research was carried out in order to develop a gifted children's leadership program based on the principles of community of philosophical inquiry. Through implementation of the program, the intended goals of self-management, consideration for others and collaborative problem solving proved to be met. The teacher and students in the interview perceived the program as being effective for developing self-reflection, re-establishing the concept of leadership, taking care of others and recognizing the importance of community. They also stated that the program was helpful in improving their writing and speech abilities. However, for the program to be definitively used in the future as a “leadership program for gifted children”, it needs to be further specialized. Whereas teachers and students who experienced the program first-hand reported that they emphasized with the intended goals of the program, they also pointed out that there were some weaknesses to be addressed, such as the training of instructors, lack of philosophical approaches for problematic situations and lastly lack of an effective methodology for motivating students.

This study is aimed at improving “team leadership”, which is an emerging concept in the field of gifted children’s leadership, through the use of “community of philosophical inquiry.” Previous efforts using community of philosophical inquiry that were criticized from the perspective of content and methods were subsequently modified with the assistance of “PBL” and “Action Learning” techniques. As such, this research was carried out in order to develop a gifted children's leadership program based on the principles of community of philosophical inquiry. Through implementation of the program, the intended goals of self-management, consideration for others and collaborative problem solving proved to be met. The teacher and students in the interview perceived the program as being effective for developing self-reflection, re-establishing the concept of leadership, taking care of others and recognizing the importance of community. They also stated that the program was helpful in improving their writing and speech abilities. However, for the program to be definitively used in the future as a “leadership program for gifted children”, it needs to be further specialized. Whereas teachers and students who experienced the program first-hand reported that they emphasized with the intended goals of the program, they also pointed out that there were some weaknesses to be addressed, such as the training of instructors, lack of philosophical approaches for problematic situations and lastly lack of an effective methodology for motivating students.

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leadership for the gifted, community of philosophical inquiry, PBL, Action Learning, self-management, consideration of others, collaborative problem- solving