Journal of the Korean Home Economics Association (대한가정학회지)

The Korean Home Economics Association (대한가정학회)
권호 표지

A Study on Nonnative Expectation of Emotional Process in Children′s Textbooks of the Chosen Dynasty (I)

조선시대 아동교육용 문헌에 나타난 정서과정에 대한 규범적 기대(I)

  • 신양재 (서울대학교 생활과학대학 아동가족학과)
  • Published : 2004.08.01
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study was to investigate the nonnative expectations of anger, sadness, fear, and shame in Korean culture by analyzing the textbooks for children's education in the Chosen Dynasty period. The method of this study was document analysis and the materials for analysis were the following four textbooks for children's education that involved individual ethics in everyday life based on Confucianism： 'Dongmongsenspj, 'Gyukmongyogyulj, 'Myungsimbogamj, and 'Sohakj. The analysis was focused on the antecedent events, emotional consequences, and emotional regulations in the emotional processes of anger, sadness, fear, and shame. According to the analysis, anger was caused by ought violations, especially sociomoral violations, and the expression of anger brought about undesirable results, and the inhibition of anger was expected as the regulation rule. Also, many methods of regulating anger were encouraged in the textbooks. For example, one of the regulating methods was to appraise a situation in such a way that anger would not arise. in other hand, sadness was allowed to be expressed only at the death of parents, and the expression of sadness stood for filial piety. Meanwhile, the antecedents of fear were the events to threaten self-esteem, which was mainly focused on keeping moral and social standards. Also the social consequence of fear led to observance of the social norms, and thereby could gain social approval. Therefore, the regulation rule was the enhancement of fear because of anticipated advantageous effects. Finally, the main cause of shame arousal was negative evaluation of self caused by bad performance of ethical or social standards. Accordingly, having shame could prevent wrong behaviors or transgressions which might break interpersonal connectedness, and the regulation rule of shame was to enhance this because of contributing to collective relationship.

Keywords

References

  1. 성백효 譯註(1992). 童蒙先習 . 擊蒙要訣. 서울: 전통문화연구회
  2. 성백효 譯註(1992). 明心寶鑑. 서울: 전통문화연구회
  3. 성백효 譯註(1993). 小學集註. 서울: 전통문화연구회
  4. 이희승 編著(1982). 국어대사전. 서울: 민중서림
  5. 이가원, 권오돈, 임창순 監修(1982). 한한대사전. 서울: 동아출판사
  6. 유홍렬 監修(1992). 한국대사전. 대구: 고려출판사
  7. 강희연, 강문희(1999). 유아의 부정적 정서에 대한 부모의 반응유형, 유아의 대처반응 및 또래수용간의 관계 연구. 아동학회지, 20(3), 171-182
  8. 문미옥, 류칠선(2000). 소학에 나타난 아동교육론. 아동학회지, 21(1), 215-234
  9. 박영애, 최영희, 박인전(2000). 아동의 정서지능과 자아존중감의 특성 및 상호관계. 아동학회지, 21(3), 5-23
  10. 박혜경, 박성연(2002). 아버지의 양육행동 및 남아의 정서조절능력과 공격성과의 관계. 대한가정학회지, 40(8), 87-96
  11. 손인수(1993). 한국교육사. 서울: 문음사
  12. 신양재(2004). 소학에 나타난 자아의 개념적 표상에 관한 연구. 대한가정학회지, 42(1), 207-227
  13. 우남희(1999). 조선시대 아동용 교재들 속에 나타난 정서지능. 아동학회지, 20(1), 3-14
  14. 우수경, 최기영(2002). 성별에 따른 유아의 정서능력과 관련 변인간 구조분석. 아동학회지, 23(6), 15-32
  15. 우영희(1989). 조선시대 교훈서를 통해본 자녀양육-동몽선습, 격몽요결, 사소절, 고암가훈을 중심으로-. 중앙대학교 박사학위논문
  16. 유점숙(1992). 조선시대 동몽교육의 방법적 원리. 아동학회지, 13(2), 113-128
  17. 이강이, 성미영(2003). 유아의 정서지식과 대인간 문제해결전략-시설보호 유아와 일반 유아의 비교-. 아동학회지, 24(1), 33-45
  18. 이정덕, 송 순(1993). 소학에 나타난 동몽기 예절교육에 관한 연구. 대한가정학회지, 31(4), 157-168
  19. 이주리(2002). 아동의 정서지능과 관련 변인들에 관한 연구. 아동학회지, 23(5), 65-78
  20. 이지선, 유안진(1999). 분노 및 슬픔 상황에서 아동의 정서조절동기와 정서조절전략. 아동학회지, 20(3), 123-137
  21. 이지선, 정옥분(2002). 부모의 정서표현 수용태도와 유아기 자녀의 정서지능과의 관계. 아동학회지, 23(1), 17-35
  22. 이혜련, 최보가(2002). 학령전 아동의 정서이해와 부모의 정서표현성 및 아동정서수용태도와의 관계. 대한가정학회지, 40(10), 103-112
  23. 임연진(2002). 어머니의 양육태도 및 아동의 정서조절능력과 또래 유능성간의 관계. 대한가정학회지, 40(1), 113-124
  24. 임희수, 박성연(2002). 어머니가 지각한 아동의 기질, 어머니의 정서조절 및 양육행동과 아동의 정서조절간의 관계. 아동학회지, 23(1), 37-54
  25. 정현희(2002). 아동의 정서지능과 스트레스와의 관계. 대한가정학회지, 40(7), 25-39
  26. 황혜정, 김경회(1999). 유아의 사회적 능력과 정서지능과의 관계에 관한 연구. 아동학회지, 20(3), 139-151
  27. Barrett, K.C.(1998). A functionalist perspective to the development of emotions. In M.F. Mascolo, & S. Griffin(Eds.), What develops in emotional development?(pp.109-133). NY: Plenum Press
  28. Berkowitz, L.(1999). Anger. In T. Dalgleish & M.J. Power(Eds.), Handbook of cognition and emotion(pp.411-428). NY: John Wiley & Sons
  29. Campos, J., Campos, R., & Barrett, K.C.(1989). Emergent themes in the study of emotional development and emotional regulation. Developmental Psychology, 25, 394-402 https://doi.org/10.1037/0012-1649.25.3.394
  30. Denham, S.A.(1998). Emotional development in young children. NY: The Guilford Press
  31. Eid, M., & Diener, E.(2001). Norms for experiencing emotions in different cultures: Inter-and intranational differences. Journal of Personality and Social Psychology, 81, 869-885 https://doi.org/10.1037/0022-3514.81.5.869
  32. Ekman, P., & Friesen, W.V.(1969). The repertoire of nonverbal behavior: Categories, origins, usage, and coding. Semiotica, 1, 49-98
  33. Frijda, N.H.(1993). The place of appraisal in emotion. Cognition and Emotion, 7, 357-387 https://doi.org/10.1080/02699939308409193
  34. Frijda, N.H., & Mesquita, B.(1995). The social roles and functions of emotion. In S. Kitayama & H.R. Markus(Eds.), Emotion and culture: Empirical studies of mutual influence(pp.51-87). Washington, DC: American Psychological Association
  35. Frijda, N.H., & Mesquita, B.(1998). The analysis of emotions: Dimensions of variation. In M.F. Mascolo, & S. Griffin(Eds.), What develops in emotional development? (pp.273-295). NY: Plenum Press
  36. Grazzani-Gavazzi, I., & Oatley, K.(1999). The experience of emotions of interdependence and independence following interpersonal errors in Italy and Anglophone Canada. Cognition and Emotion, 13, 49-63 https://doi.org/10.1080/026999399379366
  37. Gross, A.L., & Ballif, B.(1991). Children's understanding of emotion from facial expressions and situations: A review. Developmental Review, 11, 368-398 https://doi.org/10.1016/0273-2297(91)90019-K
  38. Jenkins, J.M., & Ball, S.(2000). Distinguishing between negative emotions: Children's understanding of the social-regulatory aspects of emotion. Cognition and Emotion, 14, 261-282 https://doi.org/10.1080/026999300378969
  39. Lewis, M.(1999). The role of the self in cognition and emotion. In T. Dalgleish & M.J. Power(Eds.), Handbook of cognition and emotion(pp.125-142). NY: John Wiley & Sons
  40. Lutz, C.(1987). Goals, events, and understanding in Ifaluk emotion theory. In D. Holland, & N. Quinn(Eds), Cultural models in language and thought(pp.112-148). Cambridge: Cambridge University Press
  41. Markus, H.R. & Kitayama, S.(1991). Culture and the self: implications for cognition, emotion, and motivation. Psychological Review, 98, 224-253 https://doi.org/10.1037/0033-295X.98.2.224
  42. Mascolo, M.F., & Griffin, S.(1998). Alternative trajectories in the development of anger-related appraisals. In M.F. Mascolo, & S. Griffin(Eds.), What develops in emotional development? (pp.219-249). NY: Plenum Press
  43. Matsumoto, D.(2000). Culture and psychology: People around world, 2th. CA: Wadsworth
  44. Mauro, R., Sato, K., & Tucker, J.(1992). The role of appraisal in human emotions: A cross-cultural study. Journal of Personality and Social Psychology, 62, 301-317 https://doi.org/10.1037/0022-3514.62.2.301
  45. Mesquita, B., & Frijda, N.H.(1992). Cultural Variations in emotions: A review. Psychological Bulletin, 112, 179-204 https://doi.org/10.1037/0033-2909.112.2.179
  46. Oatley, K.(2000). The sentiments and beliefs of distributed cognition. In N.H. Frijda, A.S.R. Manstead, & S. Bem(Eds.), Emotions and beliefs: How feelings influence thoughts(pp.78-107). Cambridge: Cambridge University Press
  47. Roseman, I.J., Antoniou, A.A., & Jose, P.E.(1996). Appraisal determinants of emotions: Constructing a more accurate and comprehensive theory. Cognition and Emotion, 10, 241-277 https://doi.org/10.1080/026999396380240
  48. Saarni, C.(1984). An observational study of children's attempts to monitor their expressive behavior. Child Development, 55, 1504-1513 https://doi.org/10.2307/1130020
  49. Saarni, C.(1999). The development of emotional competence. NY: Guilford
  50. Scherer, K.R.(1999). Appraisal theory. In T. Dalgleish & M.J. Power(Eds.), Handbook of cognition and emotion(pp.637-663). NY: John Wiley & Sons
  51. Shaffer, D.R.(2000). Social and personality development 4th. CA: Wadsworth
  52. Smith, C.A., & Ellsworth, P.C.(1985). Patterns of cognitive appraisal in emotion. Journal of Personality and Social Psychology, 48, 813-838 https://doi.org/10.1037/0022-3514.48.4.813
  53. Super, C.M., & Harkness, S.(1998). The development of affect in infancy and early childhood. In M. Woodhead, D. Faulker, & K. Littletion(Eds.), Cultural worlds of early childhood, (pp.34-47). NY: Routledge
  54. Tangney, J.P.(1999). The self-conscious emotions: shame, guilt, embarrassment and pride. In T. Dalgleish & M.J. Power(Eds.), Handbook of cognition and emotion (pp.541-568). NY: John Wiley & Sons