earticle

영어

This study aims to understand disabilities and 'Heil'-education ideas in Waldorf education with the purpose of exploring any suggestive points from them for special education and integrative education in Korea. Therefore, first of all, the basis and educational view of Steiner’s understanding of disabilities and 'Heil'-education were studied in this work. Steiner understands essence of human being as combined existence of body, soul, spirit and he insists that these 3 factors should be balanced in children. He also says that human being passes 3 stages since birth by the cycle of 7 years and they should be given right education by stage. Moreover, he insists that no matter how much and which disablities a child has, every characteristic should be considered importantly. Waldorf ‘Heil’-education is accomplished based on understanding on human being and developmental theory of Steiner. In order to explain the implication of his thoughts for special- and integrative education, 3 key points were presented in this study. Theories of Rhythm, learning by modeling and elaboration & Individualized education are sunk into heil education ideas and and representative education types are Eurythmie, Formen, and Epochen Lesson, which give many suggestive points for integrative education, especially in kindergarten in Korea.

한국어

장애영유아에 대한 통합교육의 정당성을 감정에 호소하거나 당연시하기 보다는 일반교육계를 아우르는 학술적 지지기반을 확보하는 것이 필요하다. 이러한 시도의 일환으로 발도르프교육론에 내재한 장애인에 대한 비차별적이고 총체적인 인간이해를 도출하여 통합교육에 대한 교육인간학적 당위성을 근거 지음으로서 일반교육계및 사회구성원의 보편적인 지지기반을 확보하고자 하였다. 본 연구는 위와 같이 위대한 교육학자의 사상 속에서 장애에 대한 인식의 지평을 확장함으로서 통합교육의 근거를 마련하는 특수교육적 시론이며, 특히 발도르프 교육론이 표방한 '치유교육' 입장을 현대적 의미로 재해석하고, 현재 독일어권에서 운영되고 있는 발도르프 통합유치원의 특징을 장애영유아 통합교육 측면에서 조망한다.