정체감과 교육 > 교육학

나의 연구의 주축은 “너 자신을 알라”는 이 한마디에 대한 나의 생각과 관심으로부터 출발하고 있다. 나의 연구주제를 말하려면 ‘정체감’과 ‘교육’이란 두 키워드로 집약된다. 특별한 경우는 제외하고 나는 논문을 준비하는 데 기본적 연구의 주제는 이 두 키워드로 설명할 수 있다. 이 두 단어가 나의 연구의 출발점이고 귀착점이었다.
이 책은 앞의 두 키워드로 작성된 대표적인 논문들을 간추려 편집된 논문집이다. 나의 연구논문이 우리 학계에 얼마나 공헌을 하였는지는 나 자신이 실제로 회의를 느끼고 있는 것도 사실이지만, 이 방면에 대한 후학들의 연구에 조금이나마 도움이 된다면 하는 바람에서 주제넘게 출발하였다.
이 책의 제1부 “정체감 이론”에서는 정체감 그 자체가 갖는 의미에 관한 연구논문들로, 정체감이 특히, 청소년, 청년들의 심리발달에 어떠한 의미를 주는 것인지, 그리고 우리들이 자기 자신의 삶의 위치를 탐색하는 과정을 살펴본 논문들을 중심으로 구성하였다.
제2부 “교육의 실제”, 여기에서는 우리 청소년, 청년들의 구체적인 교육현장에서 정체감이 어떤 의미를 갖는지 또는 정체감의 발달이 그들의 심리발달에 어떠한 영향과 의미를 시사해 주고 있는지, 그리고 우리들의 청소년, 청년들이 건전한 정체감을 확립하기 위해서는 어떠한 교육을 제시해야 할 것을 시도한 논문들로 이루어져 있다. 정체감 이론에 근거를 둔 교육의 기본에 대한 내 견해를 밝힌 논문들이다.

목차

머리말 / 3

제 1 부 정체감 이론
제1장 ‘아이덴티티’를 어떻게 읽을 것인가? ··························· 13
1. 머리말 ························································ 13
2. 아이덴티티를 둘러싼 오해와 혼란 ································· 14
3. 읽고 해석하는 열쇠－두 가지의 아이덴티티 ························· 19
4. 심리사회적 아이덴티티 ·········································· 22
5. 아이덴티티의 발달 ·············································· 28
6. 아이덴티티의 감각 ·············································· 32
7. 맺는 말 ······················································· 36

제2장 Erikson의 인간론에 나타난 연구관점의 특징 ··················· 37
1. Erikson의 사물에 대한 견해 ····································· 40
2. 연구자의 모습 ················································· 43
3. 상호관계성의 문제 ·············································· 49
4. 결 론 ························································ 54

제3장 Erikson의 인간발달론에 제시된 ‘발달원리’에 대한 일고찰 ········ 57
1. 발달을 축으로 한 인간형성론 ····································· 58
2. 인간형성론으로서의 발달이론 ····································· 61
3. ‘그림표’(epigenetic chart)에 나타난 발달과 구조 ··················· 64
4. 맺는 말 ······················································· 72

제4장 색채와 아이덴티티에 대한 심리적 이해 ························ 75
1. 색채와 아이덴티티 ·············································· 75
2. 색채관리에서 보이는 실존적인 과제로서의 아이덴티티 ················ 77
3. 구체적인 아이덴티티의 모습－자기주장으로서의 색채 ················· 82
4. 자기 이미지를 파는 시대 ········································ 88
5. 맺는 말 ······················································· 93

제5장 Erikson의 Identity개념의 기본적 구조에 관한 일고찰 ··········· 95
1. 머리말 ························································ 95
2. Identity 개념의 기본구조 ········································ 96
3. 맺는 말 ······················································ 113

제6장 ‘아이덴티티’의 의미에 대한 일고찰 ··························· 115
1. 머리말 ······················································· 115
2. 아이덴티티의 다중성 ··········································· 116
3. 아이덴티티의 형성과정 ········································· 118
4. 민족, 종교, 전쟁과 아이덴티티 ·································· 128
5. 정신건강과 아이덴티티 ········································· 136
6. 맺는 말 ······················································ 138

제7장 에릭슨의 ‘생식성’ 개념의 의미에 대한 검토 ···················· 139
1. 프로이트 이론의 발전 ·········································· 139
2. 세대주기와 사회진화의 핵으로서 생식성 ··························· 146
3. 맺는 말 ······················································ 155

제8장 여성의 자아정체감 형성에 대한 새로운 접근 ··················· 157
1. 정체감 형성에서 나타난 성별간의 차이에 대한 연구 ················· 159
2. 영역을 2분하는 것에 대한 비판 ·································· 161
3. 새로운 접근 ·················································· 162
4. 관계성을 규정하는 요인 ········································ 165
5. 후속 연구를 위한 제언 ········································· 168

제9장 여성의 정체감 형성에 대한 Erikson이론의 재검토 ·············· 169
1. 문제의 제기 ·················································· 169
2. Erikson이론에서 본 여성의 정체감 형성 ·························· 170
3. Erikson이론에 대한 비판적 검토 ································ 173
4. 여성의 정체감 형성에 관한 ‘관계성적 접근’ ························ 177
5. 정체감 연구의 문제점과 앞으로의 과제 ···························· 184

제10장 자기의 연속성에 대한 일고찰 ································ 187
1. 연속성의 의미 ················································· 187
2. 임상심리학이론에서 본 자기의 연속성 ···························· 188
3. 임상상에서의 자기의 연속성 ····································· 199
4. 연속성의 여러 모습과 그 의미 ·································· 205
5. 맺는 말 ····················································· 208


제2부 교육의 실제
제11장 21세기를 대비한 청소년 지도 ································ 211
1. 개인의 자아확립이 강조되는 현대사회 ····························· 211
2. 현대 청소년의 의식 배경 ······································· 214
3. 청소년교육의 방향 ············································· 221
4. 맺는 말 ······················································ 227

제12장 정체감 교섭과정에서의 교육의 역할 ·························· 229
1. 적응과 정체감 그리고 건강한 삶과의 관계 ························· 229
2. 정체감 교섭과정에 대한 이해 ··································· 233
3. 자기확증과 관련된 자기고양 작업 ································ 240
4. ‘자립’과 ‘공생’을 위한 삶의 힘을 육성하는 교육 ···················· 245

제13장 청소년, 청년이 ‘나는 누구인가?’를 고민하는 정체성의 문제 ······ 253
1. 들어가는 말 ·················································· 253
2. 청소년 정체성 발달에 관심을 갖는 이유 ·························· 255
3. 정체성 장애의 모습 ············································ 259
4. 정체성을 둘러싼 정신건강의 문제들 ······························ 261
5. 맺는 말 ····················································· 270

제14장 청소년 상담이론 모형으로서의 자아정체성 이론 ················ 273
1. 청소년기와 정체성 형성 ········································ 273
2. 자아의식발달과 정체성의 형성과정 ······························· 275
3. 자아정체성 위기의 구체적 모습 ·································· 282
4. 자아정체성이론에 근거한 청소년 상담이론모형 ····················· 291
5. 맺는 말 ····················································· 295

제15장 자아 아이덴티티에 관한 조작적 연구의 방향과 과제 ············· 297
1. 머리말 ······················································· 297
2. 연구의 3가지 방향 ············································ 298
3. 결 론 ······················································· 316

제16장 정체감 교섭과정과 정신적 건강과의 관련에 관한 연구 ··········· 319
1. 문제의 제기 ·················································· 319
2. 연구가설과 그 이론적 근거 ····································· 324
3. 연구의 방법 ·················································· 326
4. 결 과 ······················································· 330
5. 논의 및 결론 ················································· 338

제17장 타문화체험과 정체감 ······································· 345
1. 들어가면서 ··················································· 345
2. 정보와 정체감 ················································ 346
3. 오늘의 한국인 유학생 ·········································· 347
4. 타문화에 대한 동화와 적응 ····································· 348
5. 다양한 사회와 아이덴티티 ······································ 350
6. 나가면서 ····················································· 351

제18장 한국청소년의 정체감 발달경향에 관한 연구 ···················· 353
1. 방 법 ······················································· 353
2. 결 과 ······················································· 355
3. 논 의 ······················································· 369

제19장 한국형 자아정체감 척도의 개발에 관한 연구 ··················· 371
1. 서 론 ························································ 371
2. 이론적 배경 ·················································· 376
3. 연구방법 ····················································· 381
4. 결 과 ······················································· 386
5. 논의 및 결론 ················································· 394

제20장 Marcia의 아이덴티티 지위면접을 활용한 연구의 문제점에 대한 비판적 고찰 ································· 399
1. 머리말 ······················································· 399
2. Marcia의 아이덴티티 지위면접이론의 이론적 기초 ·················· 401
3. 아이덴티티 지위면접에 의한 연구의 방법론적 문제 ················· 405
4. 아이덴티티 지위연구의 앞으로의 방향 ····························· 415

참고문헌 ······················································· 420
박아청 교수 연보 및 논저목록 ····································· 434

저자소개

박아청

계명대학교 사범대학 졸업
연세대학교 대학원 졸업
일본국립오사카대학 인간과학부 학술박사
계명대학교 사범대학 교수, 학장, 대학원장
계명대학교 학생생활연구소장, 평생교육원장
한국교육학회 대구경북지회장
한국교육심리학회장, 한국교육학회 감사
한국아동교육학회장, 한국인간발달학회 이사
현재 계명대학교 명예교수

저서
<성격심리학의 이해>, <나, 자기 그리고 교육>
<자기의식세계의 탐색>, <청소년과 아이덴티티>
<학습의 진단과 치료>, <교육심리학의 접근방법>
<정체감연구의 과제와 전망>, <성격심리의 세계>
<성격심리학: 성격과 인간이해>, <교육심리학의 이해>
<자아실현의 심리>, <아이덴티티의 탐색>, <내가 내답게>
<아이덴티티의 탐색Ⅱ>, <사춘기의 이해>, <아이덴티티론>
<인간과 교육>, <청년과 아이덴티티>, <아이덴티티의 세계>
<에릭슨의 인간이해>, <자기의 탐색>, <청소년발달상담>(공저) 등

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