earticle

영어

The purpose of this study was to investigate the aspects of the elementary school students' existential feeling experienced at school. To verify the above problems, the study collected 100 stories including fourth-year students' existential feeling experienced in elementary school and the stories were analyzed. The results of analyzing the stories were summarized as follows: The elementary school students' existential feeling was classified into 'discovering myself in the present' and 'imagining myself in the future'. The 'discovering myself in the present' was classified again into individual existential feeling and relational existential feeling. When students discovered themselves under the unexpected situation, found their changes by contrast with the past, and achieved something independently, they were able to experience individual existential feeling. In addition, when students contributed to others or did active work for others, attracted others' attention and discovered distinguished themselves, they experienced relational existential feeling. Furthermore, 'imagining myself in the future' was related to discovering my potentiality, belief and confidence on myself in the future, and the will to do my best constantly. Based on the above findings, the elementary school students' existential feeling experienced in school was meaningful in follow aspects: First, the elementary school students' existential feeling referred to experiencing newly rediscovered themselves. Second, the elementary school students' existential feeling was based on their changes and it was related to their potentiality. Third, the elementary school students' existential feeling was a total process. And it was not given but was created by themselves.

한국어

본 연구에서는 초등학생이 학교생활 중에 경험한 존재감의 양상을 밝히고자 하였다. 이를 위해 전국 10개 지역의 초등학교 4학년 학생들을 대상으로 학교생활 중 자신의 존재를 느낀 경험을 담은 일화 100편을 수집하여 분석하였다 연구 결과, 초등학생들이 경험한 존재감을 크게 ‘지금의 나 발견하기’와 ‘미래의 나 내다보 기’와 관련된 내용으로 분류할 수 있었다. ‘지금의 나 발견하기’는 다시 개인적 존재감과 관계적 존재감으로 구분되었다. 이러한 결과로부터 세 가지 의미를 도출하였는데 첫째, 초등학생들에게 존 재감이란 자기를 재발견하는 새로운 경험이었다는 점, 둘째, 초등학생의 존재감이란 변화를 기반으로 하고 있었으며, 이는 가능성과 관련되어 있었다는 점, 셋째, 초등학생의 존재감은 자신에 대한 의미를 생성해 나가는 총체적인 과정을 담고 있었다는 점이었다.