영국 국가교육과정의 ‘지식전회’, 지식논쟁 그리고 지리 교과 = ‘Knowledge Turn’, Debates in Knowledge of National Curriculum in England and Geography Subject

국문 초록 (Abstract)

이 연구는 ‘지식 전회’와 지식논쟁의 측면에서, 영국의 국가교육과정의 주요 쟁점과 이론적 논의를 지리 교과를 중심으로 파악하고자 하였다. Hirsch의 문화적 문화력과 핵심지식 중심의 주장과 노동당 정부의 문화적 전회와 역량중심, 통합중심으로의 교육과정 개편과 관련된 쟁점들을 살펴보고, 사회적 실재론과 그 토대인 비판적 실재론의 존재론, 인식론, 방법론의 근거들을 검토하여, 사회적 실재론에 근거한 교육과정 구성의 핵심적 내용인 Young의 ‘강력한 지식’과 Young and Muller의 ‘교육의 미래’ 논의를 바탕으로 지리교육의 방향을 모색하였다. 무엇을 할 수 있는 지 또는 그것에 접근하는 사람들에게 어떤 지적 능력을 주는지와 관련되는 강력한 지식은, 보다 신뢰할 수 있는 설명, 세계에 대한 새로운 사고와 그것을 획득하는 방식, 그리고 정치적, 도덕적 그리고 여러 종류의 논쟁들에 참여하는데 필요한 언어를 학습자에게 제공할 수 있다. 교육의 미래에 대한 분석에서 미래 1이 지나치게 지식의 경계에 집착하고 교사중심적이라면, 미래 2는 지나치게 학생중심적이고 경계를 무너뜨려서 지식이 소멸되는 등 상반되는 극단적 결과를 가져오므로, 사회적 실재론에 바탕한 강력한 지식이 획득되는 조건들을 확보하여 새로운 지식의 창안과 획득을 위한 ‘경계가로지르기’를 할 수 있는 미래 3이 강력한 대안이 될 수 있다.

다국어 초록 (Multilingual Abstract)

In terms of ‘knowledge turn’ and debates in knowledge, this study tried to trace changing aspects and major issues and its theoretical background in National Curriculum in England since 2010s when debates in knowledge began. After examining Hirsch’s concept of cultural competency and core knowledge, and Labor Party’s cultural turn and integrated competency based curriculum, Social realism and critical realism as its theoretical base of ontology, epistemology and methodology was examined as alternative. Two pillar of powerful knowledge and future education scenario frame work was extracted to suggest desirable alternative. In the analysis of future of education, future 1 would bring the extinction of knowledge by dividing knowledge boundaries into too small sections with much emphasis on teacher centered education, and future 2 also would bring the extinction of knowledge by too much emphasis on student centered education. To overcome instrumental viewpoint of future 1 and future 2 model, future 3 was suggested to produce powerful knowledge and to cross over boundaries of knowledge for creating new knowledge based on social realism.

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