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기혼여성의 학습생활 분석―1960년대 출생 여성을 중심으로―
학습생활위원회(이지혜 외)(Research Group for Learning & Life) 한국평생교육학회 2004 평생교육학연구 Vol.10 No.2
이 연구는 여성의 학습경험에 대한 분석을 통해 종래의 이성과 인지 중심의 성인학습연구의 지평을 확장하고 새로운 전망을 얻으려는 시도이마 여성학습자 중에서도 특히 1960년대에 태어나, 현재 마흔 살 전후를 맞이한 아홉 명의 기혼여성을 연구대상으로 선택하였으며, 연구방법으로는 전기 면담에 의한 사례연구를 택하였다' 분석 결과, 기혼여성들의 학습 영역은 분주한 일상 속에서 '시간 살리기' , '가족 지키지', '더 불어 살아가기'로 범주화 해볼 수 있으며 특히 이러한 학습은 다양한 '관계 맺기' 방식을 통하여 이루어졌다. 이들이 추구하는 학습의 의미는 지식의 추구에서부터 직업적 성취, 종교적 삶, 인간관계, 사회참여 등과 같은 다양한 모습을 드러내었다. 기혼여성의 학습생활은 성인학습에 대한 이해를 확장할 수 있는 가능성을 열어주었다. 첫째, '학습'이 생각과 정서 , 그리고 몸과 마음, 知와 靈이 모두 하나로 통합된 일체화의 과정이라는 것을 드러내준다. 둘째, '수다'를 통한 학습과 같은 일상생활 속에서의 제도화되지 않은 무형식학습의 중요성을 다시 한반 보여준다. 셋째 '나' 안으로 들어온 '우려'를 통해 지속적으로 확 장되어가는 '자아'의 새로운 의미를 밝혀준다 , 이와 같은 기혼여성의 학습생활에서 드러난 총체적인 변화의 과정은 몸에 배인 학습의 플로서 '습 ( 習 , habit)'의 변화과정으로 개념화할 수 있다. Purposeofthestudy: This study examines what is the significance of learning experience in everyday life of married women in Korea and how they can manage their learning life. Based on the experiential learning theory, this study illuminates the ways of learning, values, and meaning of Korean married women's learning experience. TheoreticalFrameworkandLiterature: The married women in Korea are usually called 'Ah zoom ma' compared with unmarried women. There is a little negative nuance in the word(Jang, 1994: 6 7), Generally it is used to describe a tough and somewhat selfish women focusing on money and her family. ' Ah zoom ma' has not been considered as a subjective agent of learning but as just a passive recipient of environmental change(Jung, 2003). Learning from experience happens in everyday contexts and is rarely recognized(Garrick, 1998), especially' Ah zoom ma's life experiences were rarely interpreted in terms of learning. But the ultimate goal of experiential learning involves the learner's own appropriation of something that is to them personally significant and meaningfu1(Andresen, Baud and Cohen, 1995), On this point, we began this research from an assumption that married women even those who do not participate in any formal or non formal education is searching for meaning and they may be active learners through their informal learning experience. MethodologyandResearchQuestions: We interviewed nine married Korean women born in 1960s. From 1960s, Korea has experienced rapid economic development. Therefore, women born in 1960s are the first generation who is the beneficiaries with popularization of higher education in Korea. They have had a conflict in role taking: They have been expected to be a good mother and housewife and to be a successful career woman at the same time. It has made them have very unique life experience. This study adopted a case study by the in depth biographic interview as a research method. The interviews lasting 2 3 hours were done three or four times for each interviewee(Jan Mar. 2003). And this study was co worked by the research group who are interested in adult learning and life. An researchers have their own social cultural experiences and structures(Becher 1989: 79; Fleck, 1980: 52 70). So doing research together was another dynamic process of group learning. We could share our own individual experience as married women or men lived with them. It gave us to have more productive interpretation for research data. The focus of this study was to explore aspects of informal learning within married women's life. This paper analyzed their informal learning in terms of the contents of learning, the modes of learning, and the meanings of learning. Our research questions are therefore: (1) What kind of subjects they are learning in everyday life? (2) How do they learn with others in the learning process? (3) Why do they learning from their lives, what's the meaning of their learning? FindingandConclusions: As the results, married women has managed their learning life in the various areas as 'managing time of herself', 'conserving her family', and 'living together'. Especially their learning is achieved through the several ways of making relationships with others. The significances of learning are varied from pursuing knowledge or vocational achievement to searching for spiritual life. ImplicationsforaduJteducationtheoryandpractice The analysis of women's learning experiences enables us to understand the phenomenon of adult learning in a broad sense. It can provide powerful conceptual resources for understanding the world of informal experiential learning, especially in the side of marginalized unvoiced learners. It includes the following implications. Firstly, learning is an integrated process between mind and body, rationality and emotion, knowledge and spirit. Secondly, women's learning life reinforces the substantial function of informal learning in everyday life. Thirdly, as a subj
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