ofsocialsystems)를 설명하고 예측하려고 노력해 왔으나, 예측의 정확성이라는 면에 있어서 만족할 만한 성과를 이루지는 못하고 있다. 이러한 예측의 부정확성에는 여러 가지 이유가 있겠지만 개인, 집단 및 조직 등의 사회체제가 동일한 체제 내적 초기상태(initial internal state)와 동일한 환경에 직면해 있
system. Each state is responsible for establishing regimes, and those regimes are on the basis of reciprocal cooperation. In addition, regimes are empowered to promote international order. Therefore, both schools consider regimes to be the byproduct of states. Meanwhile Social Constructivists think the existence of rule or regime can make identical appearance of the world, but we do not handle So
Ⅰ. 인지주의 학습이론
1. 학습관 및 이론적 가정
1950년대 말, 학습이론은 행동주의 모델의 사용에서 인지과학에서 온 학습이론과 모델의 연구 쪽으로 옮겨졌다. 인지주의 학습이론은 외적 행동을 불러일으키는 내적 과정에서 학습의 의미를 구명하고 있다.
심리학자들과 교육학자들은 명백하
in the prevention of abuses by the powerful. He argued that legislators ought to provide information to the public through education. Then the result of education will conclude to national consent. This process is necessary because the government which he argued was based on the theory ofsocial contract. The goal of education was to insure love of a free, democratic government. Although he ref
social, political atmosphere are all interrelated, and they should be taken into consideration collectively.
The Code of Manu, the scriptures of Hinduism—in which 85% of the whole 1.3 billion populations believe—strongly states that women’s role is to obey men along with the caste system. Looking at the women’s social status with the perspective of caste system, it is equivalent