‘교육생태학’ 연구의 생태계: 개념 변천 양상을 중심으로

남상준(Sang Joon Nam),문현진(Hyun Jin Moon),이수룡(Su Ryong Lee),채유정(Yu Jeong Chae),이현진(Hyun Jin Lee) 한국환경교육학회 2020 環境 敎育 Vol.33 No.1

본 연구는 교육생태학을 포괄적으로 정의하기 위해 관계성과 공존, 지속성의 원리에 기반한 교육 연구이다. 이를 실행하기 위해 Rodgers의 진화론적 개념 연구방법을 통해 ‘교육생태학’의 개념 변천 과정을 분석하였다. 연구 과정은 전문가집단 협의를 거쳐 선정한 교육생태학 관련 연구물 377편을 분석하여 교육생태학 개념이 시간에 따라 어떻게 사용 · 적용되고 변화해 왔는지, 개념 변화에 비추어 그 시기 구분은 어떻게 할 수 있는지 추론하였다. 그 결과, 교육생태학 연구는 2000년대를 전후하여 형성기와 확산기로, 2010년 이후를 정착의 시기로 나눌 수 있었다. 또한, 교육생태학이라는 용어 그 자체로써도 개념이 발전되어 왔지만, 생태적, 생태학적, 생태교육, 생태주의 등 유사개념들의 교호 속에 진화의 순환과정을 거쳐 의미가 형성되었음을 알 수 있었다. 이러한 교육생태학의 개념은 생태위기를 극복하기 위한 근대 교육철학에 대한 반성, 교과교육 내부적 필요성 인식, 교육생태학을 둘러싼 연구간 통섭의 필요성에 의해 변화되었으며, 공통적인 속성은 관계성, 총체성, 메타성으로 나타났다. 최초의 환경교육이 환경위기 극복을 위한 지혜를 교육에서 찾고자 함이었고, 오늘날 교육생태학은 거꾸로 생태계의 지혜로 교육을 보는 관점으로 전환된 것으로 보이나, 관계적이고 전체적이며, 메타적이라는 속성은 같다고 할 수 있다. 즉, 교육생태학은 그 이름이 명명되기 전부터 개념이 존재해온 것이다. 이러한 교육생태학 개념의 변천은 환경교육을 각 교과교육의 메타교과로, 범교육과정으로서 그 위치를 공고화하도록 하며, 나아가 환경교육의 확장과 진화를 위한 초석이 될 수 있을 것이다. This study comprehensively defines Educational Ecology as an educational study based on the principles of relationship, coexistence, and sustainability, and aims to analyze how the concept of ‘Educational Ecology changed over time by adopting the research method of Rodgers’ evolutionary concept analysis. To this end, 377 kinds of research related to Educational Ecology were selected through expert group consultation. They were analyzed as to how the concept of Educational Ecology has been used or applied and changed over time. Then, inferences were made for the classification of the studies by period from the concept transition, As a result, the studies of Educational Ecology were classified into three periods: formative period and expansion period before and after the 2000s, and settlement period after 2010. Even though the concept of Educational Ecology developed by the term ‘Ecology of Education’ itself, it was also found that the meaning of Educational Ecology was formed by going through a cyclic process of evolution and interacting with similar concepts such as ecology, ecology education, and ecologism. The concept of Educational Ecology changed according to the reflection on modern educational philosophy to overcome the ecological crisis, the recognition of the internal necessity of curriculum education, and the need for interdisciplinary consilience surrounding Educational Ecology. The common attributes of Educational Ecology were found to be relationship, totality, and meta-quality. The first environmental education aimed to find the wisdom for overcoming an environmental crisis in education. Conversely, it appears that Educational Ecology today views education with the wisdom of ecosystems. Nevertheless, the attributes of being relational, total and Meta have remained the same over time. In other words, the concept of Educational Ecology existed before the name was given. Such understanding of the transition of the Educational Ecology concept strengthens the position of environmental education as a Meta-subject of each curriculum education and a cross-curriculum and may further serve as a cornerstone for the expansion and evolution of environmental education.

자기표현력 신장을 위한 교육연극의 활용방안

한민희(Han, Min-hee) 한국어문교육학회 2012 어문학교육 Vol.44 No.-

이 논문의 목적은 자기표현력을 신장시키기 위한 교육연극의 활용방안을 연구하는 데 있다. 즉, 교육연극을 활용한 학습자 중심의 국어과 교수 · 학습방법을 제시하여 자기표현력을 신장시키고 교육 현장에서 실제로 활용할 수 있게 하는 데 목적을 두고 있다. Ⅱ장에서는 교육연극의 본질과 자기표현력의 상관성에 대해 살펴보았다. 교육연극의 개념과 교육연극의 유형, 그리고 교육연극과 관련된 학습이론들을 제시하였다. Ⅲ장에서는 표현력 신장을 위한 교수 · 학습모형과 교육연극 활용 방법을 제시하였다. 교육연극의 일반원리를 토대로 연극활동의 절차를 상황파악단계, 연극활동 단계, 정리활동 단계로 구분하여 교육연극 모형을 구안하였다. 또한 다양한 연극놀이와 교육연극 방법을 제시하였다. Ⅳ장에서는 앞에서 제시한 교수 · 학습 모형과 연극방법을 토대로 학습지도안을 작성하였다. 본 논문에서는 다양한 상황의 연극적 경험을 통한 언어활동 중에서 즉흥극과 토론연극, 시의 극화를 활용한 교수 · 학습지도안을 작성하여 제시하였다. Ⅴ장에서는 교육연극을 활용한 국어수업이 자기표현력에 미치는 효과를 검증하기 위해 사전, 사후 검사를 비교 분석하여 정리하였다. Ⅵ장에서는 본 연구를 통해 얻은 결론과 제언을 중심으로 기술하였다. 이상의 연구결과를 종합해보면 교육연극을 활용한 국어교육은 자기표현력 신장에 모두 긍정적인 효과를 나타내었다. 따라서 교육연극을 국어 교수 · 학습에 적절하게 사용하는 것은 궁극적으로 아동들의 자기표현력 향상에 긍정적인 변화를 가져오리라 생각된다. This study aims at investigating methods of using Educational Drama for improving of expression capability. Educational Drama is a method to maximize teaching effects by taking advantages of theatrical performance in curriculum as a medium. Above all, Educational Drama provides a practical and meaningful situation in which language is directly used, respects individuality, and regards cooperation and interaction between students as important. Skills to use language can be developed when learners perform integrated meaningful activities in a practical situation where they can interplay. In this respect, Educational Drama can be an effective plan to develop 'ability to use the national language creativity', which is pursued in the national language education. This is to present what Educational Drama is and to apply the method in class. In chapter Ⅱ, I had reviewed the essence of Educational Drama, interrelationship of expression capability and Educational Drama. I presented the concept of Educational Drama, the type of Educational Drama and Educational Drama related learning theories. Expression capability is the ability which shows one’s emotion and opinion with verbal, non-verbal. As a medium of korean education I have been discussed methods using Educational Drama. In chapter Ⅲ, Teaching and learning model and method using Educational Drama was shown. Based on the general principles of Educational Drama, A phase of Educational Drama was divided into 3 steps such as A step of understanding the situation, A step of theatrical activities, A step of finishing activities and I presented a variety of theatrical play and how to play. In chapter Ⅳ, Based on teaching-learning model and the method of drama mentioned above, procedure of learning was proposed with in a subject of korean education. This thesis use Extempore drama, Discussion drama and Dramatized poems to attract students actively and to share their feeling and idea regarding the way to integrate activities in each area. This thesis has implication to propose the method using educational drama to improve creative abilities to express as the teaching-learning model. In chapter Ⅴ showed a comparative analysis for an outcome of this study. Based on the teaching-learning results, Conclusions and suggestions were stated in chapter Ⅵ. The results of data an analysis are following, Educational Drama was effective on improving of expression capability. In conclusion, Educational Drama in korean education is the effective method to improving expression capability.

An Exploratory Study on the Restructuring Directions of Jeju Educational Organizations to Vitalize Industrial Education

윤두호(Doo-Ho Yun),이인회(In-Hoi Lee) 제주대학교 관광과경영경제연구소 2019 産經論集 Vol.39 No.4

Purpose - The outcomes of school education are more successful when unit schools’ educational capacities and the support and appropriate intervention of educational administration institutions coexist. Therefore, the necessity of restructuring the local educational administration institutions in the macroscopic and microscopic aspects is emphasized. Therefore, the purpose of this study was to explore the restructuring directions of Jeju Educational Organizations to vitalize Industrial Education in the era of fourth industrial revolution. Research design, data and methodology - For the study literature review and depth interview were employed. First, for literature research, previous studies on the reorganization of schools and educational administrative organizations, data on the reorganization of Jeju Special Self-Governing Provincial Office of Education, and the trends of reorganization of educational support offices and support works of other cities’ offices of education were analyzed. For interview surveys, in-depth interviews were conducted with persons concerned with Jeju Special Self-Governing Provincial Office of Education and persons concerned with educational support offices Result - The municipal and provincial offices of education and educational support offices insisted on the establishment and operation of school districts. The educational support offices presented improvement plans that will enable them to provide efficient administrative services and insisted on the separation or new establishment of large-scaled educational support offices. They proposed to restructure the organization and works of educational support offices. In addition, they suggested that organizations dedicated to school support should be newly established. Conclusion - The major results are as follows: First, the school district system (SDS) should be established successfully. To accomplish the goal, the professional learning community need to be ran prior to establishing the SDS, autonomy of administration, finance and communication in the SDS be increased, and interdependent support system between the current educationcentered system and the SDS be implemented. Second, the school organizations should be reorganized successfully in order to vitalize Industrial Education. To do so, all the stakeholder of schools need to build school culture for Industrial Education vitalization by sharing the student growth-centered vision, reinforce collective responsibility, and renew the role of a principal and a vice principal in each school.

한국 공교육 현장의 근본적 문제에 대한 기독교적 접근: 코메니우스의 교육사상을 중심으로

서미경 기독교학문연구회 2021 신앙과 학문 Vol.26 No.2

The purpose of this study is to diagnose fundamental problems in the Korean public education fields through the educational thoughts of Comenius and to suggest alternatives for solving problems. First, this paper examined the factors of the formation of educational thoughts in order to promote the understanding of Comenius' educational thoughts. The factors that influenced the formation of Comenius' educational thoughts show the fundamental problems of the public education fields in Korea during the Fourth Industrial Revolution, and revealing the driving force behind educational reform and the changes in the educational paradigm caused by COVID-19. Second, the fundamental problems of public education fields were analyzed and diagnosed by dividing them into the educational purpose, educational contents, and teaching-learning methods of Comenius. Third, based on the educational thoughts of Comenius, this study proposed alternative methods for solving the fundamental problems in Korean public education fields. The diagnosis and suggestions through this study were summarized as follows. Diagnosis 1. The original purpose of educating the restoration of God's image through Pampaedia was lost. Proposition 1. The starting point to solve fundamental problems related to Korean public education is to restore the original purpose of education and provide education to become human beings based on the educational thoughts of Comenius. Diagnosis 2. In terms of education contents, it is another problem that divided education is provided in the Korean public education fields not complete education. The divided knowledge education led to the collapse of the educational community rather than having positive influences on understanding God, the human spirit and nature, and also rather than having beneficial effects on using the knowledge through learning correctly while making the right relationships. Proposition 2. To solve the fundamental problem of public education, it is necessary to restore humanity by not only human spirit and nature but teaching bible. This is the complete education of Comenius. Diagnosis 3. The test score-oriented teaching-learning methods are often used rather than teaching about the restoration of human dignity and the pleasure of learning. Proposition 3. Comenius' teaching method with respect to humanity and pleasure in learning should be applied in practice. This is because the essential capability to open the era of artificial intelligence during the fourth industrial revolution is social capabilities such as community cooperation. 본 연구의 목적은 한국 공교육 현장의 근본적인 문제를 코메니우스의 교육사상을 통하여 진단하고, 문제 해결을 위한 대안을 제시하는데 있다. 첫째, 본 연구는 코메니우스의 교육사상에 대한 이해를 도모하기 위해 교육사상 형성 요인을 탐구하였다. 이를 통하여 한국 공교육 현장의 근본적인 문제들과 4차 산업혁명과 코로나 19로 인한 교육 패러다임 변화의 현시점에서 교육개혁의 원동력을 엿볼 수 있었다. 둘째, 공교육 현장의 근본적인 문제를 코메니우스의 교육사상의 교육목적, 교육내용, 교수-학습 방법으로 나누어 분석하고, 진단하였다. 셋째, 코메니우스의 교육사상을 중심으로 한국 공교육 현장의 근본적인 문제에 대한 대안을 제언하였다. 본 연구의 진단과 제언을 짝으로 요약하면 다음과 같다. 진단1. 한국 공교육 현장은 범교육(Pampaedia)을 통한 하나님의 형상 회복(인간다운 인간)이라는 교육의 원천목적을 상실하였다. 제언1. 한국 공교육 현장은 코메니우스의 교육사상에서 말하는 인간다운 인간이 되기 위한 교육의 원천목적을 회복해야 한다. 교육과 관련된 근본적인 문제 해결의 출발점은 교육의 본질이 되는 인간다운 인간(하나님의 형상 회복)이 되기 위한 교육의 원천목적을 회복하는 것에 있다. 진단2. 한국 공교육 현장은 교육내용에 있어서 온전한 교육이 아닌 분절된 교육을 하고 있다. 분절된 지식교육으로 인하여 하나님, 인간 정신, 자연을 이해하고, 배운 지식을 올바르게 사용하고, 바른 관계를 맺기보다는 교육공동체의 붕괴를 초래하였다. 제언2. 공교육 현장의 근본적인 문제 해결을 위해 교과교육에 자연, 인간 정신뿐 아니라, 성경을 포함하여 총체적 지식교육이 이루어져야 한다. 그것이 코메니우스가 말하는 온전한 교육이다. 진단3. 한국 공교육 현장은 인간의 존엄성 회복과 배움의 즐거움 보다는 성적위주의 교수-학습 방법을 사용하고 있다. 제언3. 인간성 존중과 배움의 즐거움을 위한 코메니우스의 교수-학습 방법이 실천적으로 적용되어야 한다. 4차 산업혁명의 인공지능 시대를 열어 갈 수 있는 필수역량은 인격적인 연결을 중시하는 공동체적 협력과 같은 사회역량이기 때문이다.

학교교육정책 변화에 따른 교육연구 방향: 국책연구소와 시도교육정책연구소를 중심으로

장경숙,이병천,정은주,임은영,김영은 서원대학교 사범대학 부설 교육연구소 2019 교육발전 Vol.39 No.1

The purpose of this study is to seek for the future directions of educational research of government-funded research institutes in accordance with the new government 's educational reform policy focusing on local education autonomy. For this purpose, we examined the educational research outcomes of a government-funded educational research institute(GFERI) and the research institutes affiliated to local offices of education(LOERI). A comparative analysis of the research reports by LOERI and GFERI was done with a total of 683 research reports published by 13 regional educational policy research institutes and 1,023 reports published by the GFERI. The published reports were analyzed according to publication year, category, theme, school level, research type, and research focus. Classification by publication year shows that the number of research reports decreased in GFERI while LOERI increased the number of research reports. It is also revealed that there is a big gap among the LOERIs; while the least number of studies are 4 research report, the largest number of studies are 151. 317 out of 1,023 reports by GFERI were in the teaching and learning field; 296 reports were in the field of curriculum and textbook, and 262 reports were studies on assessment. 437 cases out of a total of 683 research reports by the regional educational research institute were categorized as ‘local research issues’. The comparison between the LOERI and GFERI shows that the most significant difference lies in local issues, and one common area is learning and teaching improvement. It implies that local educational policy research institutes has conducted research on various regional areas(regional school policy, school administration, local educational policy etc.) to meet various local needs, while the GFERI has done educational research at the national and international levels with focus on curriculum, evaluation, and teaching and learning. In the school level classification, the studies dealing with all elementary, middle, and high schools outnumber the other types of research. It is found that local research institutes did more studies at the kindergarten level than GFERI. In the comparison according to regional specificity, it is found that GFERI focuses on policies and educational issues at the central level, while the LOERI conducted studies on region-focused issues. The scope of GFERI research goes beyond the domestic to the global level. While the staff member of GFERI were conducted studies, teachers and university professors joined research as external co-researchers in the regional educational policy research institutes. According to the new government’s local education autonomy policy, LOERIs are expected to carry out autonomous, more practical and field-based policy research in accordance with the policy of each provincial office of education. Recently, a network of regional education policy research institutes has recently been established to carry out joint research among regions to strengthen the capacity of individual research institutes and to overcome the limitations or local constraints. It is necessary for GFERI as a government-funded research institute, to carry out studies with local research institutes to meet needs from local areas across the country. Efforts needs to be made to seek effective ways of doing research in collaboration from selecting research topics, and collecting data and analyzing to proposing educational policies. A consultation body can be established to enhance collaboration among institutes. Such collaboration is expected to support and bring about an effective implementation of the new educational policy with focus on local education autonomy. 본 연구에서는 정부의 교실혁명과 교육자치를 통한 교육개혁 정책에 따른 정부출연 교육연구기관의 연구 방향을 탐색하고자 한다. 정부출연 교육연구기관과 시도교육청 교육정책연구소에서 수행된 연구의 비교 분석을 위해 한 정부출연 교육연구기관과 13개 시도교육정책연구소에서 최근 5년간 발간된 연구 보고서를 발행 연도, 연구 영역, 주제, 세부영역, 학교급, 위탁여부, 지역특수성, 수행 형태 기준에 따라 비교 분석하였다. 분석 결과에 따르면 두 기관의 설립 목적과 특징에 따라 수행 연구 영역, 주제, 범위, 형태, 방식 등에 차이를 보이고 있으며, 지방 교육자치 정책에 따라 시도교육청의 교육정책연구소에서는 자율적이고 보다 실천적이며, 지역성과 현장성이 강한 정책 연구가 수행되고 있으며 각 지역 연구소의 위상과 제도적 여건에서 차이가 있어 정책연구네트워크를 구축하여 지역 간 공동연구를 통해 연구 역량을 강화하고 한계를 극복하고자 한다. 중앙 차원에서 연구가 수행되는 정부출연 교육연구기관은 전국교육청 정책연구네트워크와 협의체를 구축하여 공동연구를 추진한다면 지역교육청과 학교 현장의 자료 수집 및 현장 접근성이 높아지고, 현장성이 강한 교육 연구 수행이 가능하게 되며, 현장의 참여와 피드백이 활성화되어 실질적이고 지역별 실정에 부합되는 교육 정책 방안이 마련될 수 있을 것으로 기대된다.

敎育自治와 國家의 監督權 (대법원 2015.9.10. 선고 2013추517 판결, 대법원 2015.9.10. 선고 2013추524 판결)

장경원 서울시립대학교 서울시립대학교 법학연구소 2017 서울법학 Vol.24 No.4

우리 헌법 제31조 제4항은 교육의 자주성ㆍ전문성ㆍ정치적 중립성을, 헌법 제117조 제1항은 지방자치제를 보장하고 있다. 이를 실현하기 위한 지방교육자치에 관한 법률은 교육감을 직선제로 규정하여 해당 교육감에게 민주적 정당성과 기본적인 자치권을 부여하고 있다. 그러나 지방교육자치의 시행을 위한 관련 법령의 불비와 헌법상 보장되고 있는 지방자치의 실현 및 교육의 자주성 확보와는 괴리가 있는 정부정책으로 인해 중앙정부와 지방교육감 사이에는 갈등관계가 고조되고 있는 것이 현실이다. 특히 교육감이 직선제로 선출된 이후, 중앙정부와 교육감 사이에는 지속적인 갈등상황이 펼쳐지고 있다. 본 대상판결이 다루고 있는 사안은 이러한 갈등상황의 대표적인 예로서, 교육감의 학교생활기록의 작성에 관한 사무에 대한 지도ㆍ감독 사무 및 교육감 소속 교육장과 공무원에 대한 징계사무의 성격이 무엇인지에 관한 판단을 핵심내용으로 하고 있다. 교육자치는 지방교육자치를 의미하는 것으로 헌법 제31조 제4항, 헌법 제117조 제1항에 따라 헌법상 보장되는 제도이다. 헌법상 가치로 규정된 교육의 자주성ㆍ전문성ㆍ정치적 중립성은 지방교육자치의 본질이다. 따라서 입법권자가 입법재량권을 행사함에 있어서는 물론이고, 중앙정부의 감독권의 행사, 법원에서 행해지는 관련 법령의 해석과 적용은 이러한 지방교육자치의 본질을 침해하지 않는 범위에서 이루어져야 할 것이다. 대상판결<2013추517>, <2013추524>에서 문제가 된 교육감의 소속 교육공무원의 징계에 관한 사무, 징계의결요구 신청사무, 교육부장관의 교육감에 대한 감사권의 행사, 직무이행명령 등은 교육의 자주성ㆍ전문성ㆍ정치적 중립성이라는 지방교육자치의 본질과 직결되는 문제이므로, 궁극적으로는 지방교육자치에 관한 법률의 개정을 통해 입법적으로 해결되어야 할 것으로 생각된다. 하지만 입법적인 해결 이전에, 오늘날 지방교육자치의 특수성과 그 보장의 필요성이 인정된다면 현행 법령의 해석과 적용을 통해 지방교육자치의 활성화를 도모할 수 있을 것이다. 특히 현행법상 교육감이 주민에 의해 직접 선출되는 등 민주적 정당성을 부여받은 기관이라는 점을 상기할 필요가 있다. 즉, 교육감이 교육에 관한 자치사무를 처리하는 경우, 국가를 대표하는 교육부장관과 지방을 대표하는 교육감은 대등한 법적지위를 가지는 것으로 보아야 한다. 따라서 교육자치에 대한 국가의 감독권은 합법성의 영역에서만 행사될 수 있고 합목적적인 영역에서는 행사될 수 없다고 할 것이다. 대상판례에서와 같이 교육자치의 영역에서 발생하는 중앙정부와 지방 교육감의 갈등관계를 해결함에 있어서는 법령의 형식적인 규정뿐만 아니라 교육감의 법적지위 및 지방교육자치의 본질 특히, 교육의 특수성이 충분히 고려되어야 할 것이다. 결론적으로 대상판례에서 논란이 되고 있는 교육감의 소속 교육공무원에 대한 징계사무는 자치사무라고 해석되어야 한다. 설령, 판례의 입장과 같이 소속 교육공무원의 징계사무가 위임규정의 형식상 국가사무에 속한다고 해석하더라도 그 의무불이행을 전제로 한 중앙정부의 교육감에 대한 시정명령, 직무이행명령, 감사권 등의 발동은 보다 엄격한 해석기준이 적용되어야 할 것이다. The article 31 (4) of the Korean Constitution guarantees the independence, professionalism, and political neutrality of education. And the Article 117 (1) of the Constitution guarantees local autonomy. In order to realize this sprit of the Constitution, the local educational autonomy act stipulates that the local superintendent of education should be elected by the people of the district, so that he can get a democratic legitimacy and basic autonomy. However, it is true that the conflict between the central government and the local superintendent of education is increasing due to the inadequate policy of the central government and related legislations for the implementation of the local educational autonomy. Especially after the local Superintendent of the education was elected by the people, there has been a constant conflict between the central government and the local superintendent of education. The issue covered by this ruling of the judgements is a representative example of this conflict situation. These judgments deal with the legal nature of the national supervision of the local educational superintendent's office work on the preparation of school student’s records, and the nature of the disciplinary affairs on his educational officers. Educational autonomy means local educational autonomy. This is a system guaranteed by the Constitution in accordance with Article 31 (4) and Article 117 (1) of the Constitution of the Republic of Korea. Educational independence, professionalism and political neutrality are constitutional values​​ and the essence of the local educational autonomy system of Korea. Therefore, when the legislative exercises its power for legislative discretion, or when the central government exercises its supervisory power, it must be done within the scope of the due interpretation and application of the relevant laws and regulations, without prejudice to the nature of such local educational autonomy system. In the judgment <2013-chu-517> and <2013-chu-524>, there was a problem about the disciplinary matters of the educational officers belonging to the local educational superintendent, the request for the application of the disciplinary decision, the exercise of audit of the educational minister and his mandatory orders. This is directly related to the nature of local educational autonomy, such as independence, professionalism and political neutrality of education. Therefore, this problem should eventually be solved through amendment of local educational autonomy act. But there is a way, even before the legislative settlement. If today the necessity of local educational autonomy can be assured, it will be possible to promote local educational autonomy through the interpretation and application of current legislation. In particular, under the current law, the local superintendent of education is elected by the residents. In other words, he has a democratic legitimacy in that sense. In case the superintendent deals with local-government affairs, the Minister of Education representing the state and the superintendent representing the province have equal legal status. Thus, the central government's oversight of education autonomy can only be exercised in the area of ​​legality, not in the area of legitimacy. As in these judgements, the conflict between the central government and the local superintendent in the area of ​​educational autonomy should be resolved according to the legal status of the superintendent and the nature of the local educational autonomy itself as well as the formal regulation of the statute. In particular, the specificity of education should be fully considered here. In conclusion, the disciplinary affairs on the educational officers belonging to the local educational superintendent is autonomous affairs. Even if we assume that the disciplinary affairs of the educational officers belong to the national affairs, the strict interpretation standard should be applied whe...

Ricoeur 전유(轉有)의 교육해석학적 함의와 도덕교육

서상문 ( Sang Moon Seo ) 한국교육철학회 2010 교육철학 Vol.40 No.-

The ground of argument that the classroom is found as a hermeneutic text is justified from the textual aspects that the educational performances of classroom make meanings in the dialectic structure of the explanation and understanding. The actions of classroom show the educational meanings and intentions surely only in the reading of text related them. The reading text is a finding and making the meaning through the dialectic interaction between the explanation as a development and the understanding as a envelopment. And the dialectic of the reading text of classroom is converged in the form of interpretation as a concrete method of the understanding. However, from the beginning the completion of interpretation in the educational phenomena and actions is concluded by the confliction and opposition with the letter which is generated in the process of establishment from the phenomenon of classroom to the text of it, that is the appropriation as a hermeneutic narrowing. The appropriation of Ricoeur is realized in the very unique forms and aspects of the `play` in classroom text. As the process and relation of teaching/learning are replaced those of play which changes the world and reality, the intended results of the interaction and development in the teaching/learning are also a metamorphosis of the world and reality. Because the play itself a `heuristic fiction` from the changed world and reality in the hermeneutic horizon, the process fo teaching/learning is also the process of inquiry and discovery that reorganizes the structure of world and generates the meaning newly. Moreover, the role and identification are also modified in the educational performance of the play. An author as a playful figure and a reader as a playful figure at the same time impose the role and responsibility each other, and construct the real inter-subjectivity. The clue that the classroom is confirmed as a text and is found as an educational essence really the educational practice of an appropriation which is embodied as an aspect of the play. Finally, the territory of axiology which the hermeneutic text of Ricoeur is reached demonstrates that the educational practice of appropriation is pursuing the foundational value of the moral education. The meaningful implications of the appropriation of play in the educational performance and relationship show that the `narrowing` mechanism of appropriation is a recovery of the broken relationship of education in itself and a cure of the educational essence which is hurt. If the traditional performances of education cause the severe isolation and alienation in the educational relationship unconsciously, the education of appropriation considers itself as an alternative and effective remedy against the fundamental alienation. The Ricoeur`s hermeneutics that adopts an absolute and fundamental otherness as its origin starts from the infinite responsibility on the other in the hermeneutic approach for the moral education, and takes notice of the originally moral attitude. The study insists that the start point of the whole educational implications renovated from the educational hermeneutics of appropriation according to the postmodern context.

≪禮記≫ <學記>篇과 孔·孟·荀의 敎學論 對比考

류재윤 중국인문학회 2009 中國人文科學 Vol.0 No.42

The educational trend of Orient is more dependent on humanism than materialism. The saint and great men's philosophies written in ancient books, which are the ways to live for man, have been become an educational subject in Orient. Confucianism is a representative traditional philosophy in orient. The Yegi, the Analects of Confucius, the Mangja, and the Sunja, as Confucian bibles, contain the educational theories and minds. This paper is analysis which compare the educational theory in a chapter of Yegi with the educational philosophy in the Analects of Confucius, the Mangja, and the Sunja. So this paper can be said to be an all-round educational theory of ancient confucianism. The educational necessity and objet is written at the forehead of essay, and how to teach and study is analyzed according to thematic items. This paper makes the educational theory of the Yegi main subject, and the educational theory of the Yegi is compared with the educational theory in the Analects of Confucius, the Mangja, and the Sunja. The hakki chapter of Yegi has not been analyzed yet, but analyzed about the educational philosophy of Confucius Mangja and Sunja. This paper is studied according to comparative analysis of a chapter of Yegi and the educational philosophy of three confucian scholars. This paper has meaning as an all-round study on the educational theory of ancient confucianism, and also may furnish an important data to the present time which needs humanistic education.

한국의 지방교육자치제도 변천에 대한 고찰

이충렬,임동완 한국행정사학회 2023 韓國行政史學誌 Vol.58 No.-

In the course of political democratization, Korea has institutionalized and developed local autonomy, bringing about changes in educational autonomy. The educational self-government system is specified in the constitution, and after the establishment of the government in 1948, the local autonomy law was enacted on July 4, 1949, and the law was amended. In this study, the transition process of local educational autonomy was divided into six stages: preparation period, implementation period, dark period, transition period, revival period, and development period according to the enactment and revision of the law, starting with political changes. During the preparatory period, the 「Act on the Establishment of District Ordinance」 was promulgated in 1948 to prepare the legal foundation as the Basic Law on Education. As for the execution period, the promulgation of the Enforcement Decree of the Education Act on April 23, 1952 led to the historic inauguration of local educational autonomy in Korea, and the April 19 Revolution in 1960 attempted a full-scale reform aimed at complete self-government. In the dark period, the local educational autonomy system was suspended due to the 5.16 military coup in 1961. The local educational autonomy system, which had been abolished during the transition period, stipulated that educational autonomy be implemented through the revised Education Act in 1963, but it was operated in a very formal way. In the revival period, as the local autonomy system was revived as a result of democratization in 1987, the local educational autonomy system was also tried to be fully implemented through the revised Education Act in 1988, but it was delayed for political reasons. On March 8, 1991, the Local Educational Autonomy Act was promulgated and the local educational autonomy was transformed. The development of the local educational self-government system has reached the present. The study intends to propose the following policies. First, it is necessary to stipulate the ‘Local Education Autonomy System’ in the Constitution. Second, the requirements for non-partisan member qualifications for superintendents of education must be strengthened to ensure political neutrality and the realization of professionalism in education. Third, the function of the Standing Committee should be strengthened through the strengthening of education committee members' job training program for educational knowledge and expertise and education experts. 우리나라는 정치적 민주화를 거치는 과정에서 지방자치를 제도화하고 발전시키면서 교육자치의 변화를 가져왔다. 교육자치제는 헌법에 명시하고 있으며, 1948년 정부수립 이후 1949년 7월 4일 지방자치법 제정을 시작으로 법률의 개정이 이루어졌다. 연구에서는 지방교육자치의 변천과정을 정치적 변화를 기점으로 법률의 제・개정에 따라 준비기, 실행기, 암흑기, 과도기, 부활기, 발전기의 6단계로 구분하였다. 준비기는 1948년 「교육구령 설치에 관한 법령」이 공포되어 교육기본법으로서 법적 기초를 마련하였다. 실행기는 1952년 4월 23일 「교육법시행령」 의 공포로 우리나라 지방교육자치제는 역사적 출범하게 되었으며, 1960년 4.19혁명으로 완전자치제를 지향하는 전면적인 개편을 시도하였다. 암흑기는 1961년 5.16 군사구테타로 인하여 지방교육자치제는 중단되었다. 과도기는 폐지되었던 지방교육자치제가 1963년 개정된 교육법으로 교육자치를 실시하도록 규정하였으나 형식적으로 운영되었다. 부활기는 1987년 민주화의 결과로 지방자치제도가 부활됨에 따라 1988년 개정교육법을 통해 지방교육자치제도도 전면실시하려 하였으나 정치적인 이유로 연기되었다. 발전기는 1991년 3월 8일에 「지방교육자치에 관한 법률」이 공포되면서 지방교육자치의 변혁기를 맞게 되었고, 이후 수차례의 법률 개정과 2022년 4월 20일 개정된 「지방교육자치에 관한 법률」이 지방교육자치제의 발전이 현재에 이르고 있다. 연구에서는 다음의 정책을 제안하고자 한다. 첫째, 헌법에 ‘지방교육자치제도’를 명문화할 필요가 있다. 둘째, 교육감의 자격요건 비정당원 요건을 강화하여 정치적 중립성의 확보와 교육의 전문성 실현에 부합하도록 해야 한다. 셋째, 교육위원이 교육지식과 전문성을 위한 교육위원직무교육프로그램 강화와 교육전문 인력을 통해 상임위원회 기능을 강화하여야 한다.

교육복지정책의 방향과 과제

정영수 한국교육정치학회 2009 敎育政治學硏究 Vol.16 No.3

이 연구는 교육복지의 방향과 과제를 제시하는 데 목적이 있다. 구체적으로 첫째, 교육복지의 개 념 모형을 제시하고 개념 요소별로 교육복지의 개념적 속성을 밝힌 다음에 교육복지가 이루어진 상태, 즉 교육복지사회가 어떠한 사회인지를 밝히고자 한다. 둘째, 한국사회가 지향해야 하는 교육 복지의 패러다임과 조건이 무엇인지를 구명한다. 셋째, 교육복지정책의 주요 과제를 밝히고자 한 다. 이 연구의 방법론으로서는 한국의 교육복지정책의 역사적 고찰, 복지 관련 선행 이론에 대한 논 리적 고찰, 그리고 교육복지의 방향 설정을 위해 규범적 가치의 정당화 논리의 탐색 등의 방법을 동원하였다. 이와 같은 방법을 토대로 교육 복지정책의 방향을 설정하고 주요과제를 제시하였다. 이와 같은 방법을 토대로 교육 복지정책의 방향을 설정하고 주요과제를 제시하였다. 주요과제는 크게 3가지로 분류하여 제시하였다. 즉 교육복지를 위한 학교교육, 정의로운 교육복지정책, 지방교 육 활성화 등이 그것이다. The purpose of this study is to suggest the direction and tasks of the educational welfare. The specific purposes are as follows: First, the conceptional model of the educational welfare will be provided, the conceptional attributions of the educational welfare will be examined in accordance to the conceptional factors of the model, and the picture of the society where the educational welfare is accomplished will be presented. Second, the paradigm and conditions of the educational welfare for which Korean society would purse will be examined. Third, the crucial tasks for the educational welfare policy will be addressed. The employed methodologies for the study are the historical reviews on the Korean educational welfare policy, logical reviews on literatures related to welfare, and exploratory researches that rationalize normative value in order to refine the directions for the educational welfare. Based upon these methodologies, the directions of the educational welfare policy are set up, and the major tasks are provided. These major tasks are public education for educational welfare, the righteous educational welfare policy, and revitalization of local education.