고등학교 경제교육의 목표 및 기조에 관한 비판적 접근 = A Critical Approach to the Goal and the Keynote of Economics Education in High School

다국어 초록 (Multilingual Abstract)

In this article, as a result of a critical approach to the goal and the keynote of economics education in high school, it has been estimated that 3 desirable images of citizens in the 2009 curriculum revision, ① a person who understands economic principles and theocratical system by associating them with real life ② a person who seeks the reasonable standards for problem solving and its methods in the context of the overall society, with regard to the economic problems in real life ③ a person who understands the change in economic environment and explores countermeasures, are correctly established. It is because that the suggested 3 desirable images of citizen have sufficient academic grounds, and down-to-earth, and correspond with the demands of the times. However, the goal of economics education that intensively expresses that and the keynote of economics education defined by that, are estimated to be wrongly established. Therefore, the goal of economics education is desirable when it is changed from responsible democratic citizens to ``healthy democratic citizens``, rather to ``critical democratic citizens``. In addition, with respect to the keynote of economics education, it is more resonable ① if the current branched study system is inevitable to be left due to practical interest, it can be left as it is, but when the present ``integration`` study system needs to change to ``fusion`` study system ② when the direction is changed from neutral values to the acceptance of critical education ③ when the direction is changed from capitalism adaptation education to the acceptance of critical education ④ when theoretical education is changed to practical education, ⑤ when the education aiming for the entrance to colleges is changed to civic education. Based on these conclusions, following policies are wanted to propose. ① Some current movement that optional curriculum starts from the 1st year in highschool, instead of abolishing ``the society for the 1st year students in high school`` should stopped immediately and its movement should leap over the present physical ``integration`` and be changed into the attempt for chemical ``fusion`` ② the erstwhile idea that the foundation of economics textbooks should be the economic theory that describes the operating principle of the capitalism needs to be thought completely reversely, and then ③ urgent initiating of social discussion to normalize the Korean education, including economics education is the most important.