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장원순 ( Jang Won Sun ) 한국사회과교육학회 2003 시민교육연구 Vol.35 No.2
The ultimate purpose of social education is to increase student`s executive abilities as democratic citizen. If student who learned social education wouldn`t acts as democratic citizen, this social education must reexamine its nature and structure. However, in recent times, the korea social education encounter criticism that it have been to fail in promoting citizen`s executive abilities. The purpose of this paper is to investigate internal reasons of that failure and provide its alternative directions. the results of investigation is as follows. The existing korea social education will be divide as life-centered social education, social science-centered social education, thinking-centered social education. In them, social science-centered social education and thinking-centered social education have formal or de-contextural characteristic in knowledge and thinking and that characteristic seems to be a internal reason of failure to promote citizen`s executive abilities. According to social practice theories, the citizen`s executive abilities is increased by participation in civil practice rather than education of formal or de-contextural knowledge and thinking. Emphasizing student`s action and participation in life, life-centered social education will contribute to promote citizen`s executive abilities. But, this education don`t provide theoretical system that structure or systematize student`s action and participation in life. Because of that characteristic, life-centered social education have problem that don`t structure citizen`s executive abilities in education activities. On the ground of proceeding analysis, we can provide the alternative direction of the korea social education. That is, the korea social education that have aims to promote citizen`s executive abilities must emphasize student`s action and participation in life and furthermore, structure or systematize them It is to mean that the korea social education must be social practice-centered social education. Because the social practice has action & participation and structural property as its constituents.
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