학교 교육과정에서 행복개념의 도입에 대한 탐색적 연구 - 기술･가정교과에서 행복역량강화를 중심으로 - = An Exploratory Research on the Introduction of the Concept of Happiness in the School Curriculum - Focusing to enhance Capabilities of Happiness on Technology and Home Economics Education Curriculum -

다국어 초록 (Multilingual Abstract)

An Exploratory Research on the Introduction of the Concept of Happiness in the School Curriculum - Focusing to enhance Capabilities of Happiness on Technology and Home Economics Education Curriculum -Park, Myung Hee*1)Department of Home Economics Education, Dongguk University*

Abstract

When income reach a certain level and their basic needs are met, happiness index do not reach even though income increase. This phenomenon was described as a paradox of Esterlin. In Korea, per capita income is over $ 20,000, but life quality is not high enough and according to United Nation’s happiness report, Korea’s happiness index is 5.8 out of 10 which ranked 56th out of 150 countries.
At this point, the purposes of this study are first: Can capabilities of feeling happiness be strengthened through education?second: Is Home Economics curriculum in Technology and Home Economics the most robust course to enhance the capabilities of feeling happiness?In this study, qualitative research methods(theoretical research and, in-depth interviews) was in progress.
Conclusion of this study are as follows.
Capabilities of feeling happiness can be enhanced through training. As a nation and the economy with level of per capita GNP over $20,000, in order to realize a desirable human character, capabilities of feeling happiness can be trained and strengthened through education.
In particular, it is necessary to strengthen the capability of feeling happiness through life experience. Since Home Economics Curriculum educates to enhance their life practice, it is the most robust course in feeling happiness training to enhance their capabilities.

국문 초록 (Abstract)

소득이 일정수준에 도달하고 기본욕구가 충족되면 소득이 증가해도 행복지수는 올라가지 않는다고 한다. 이러한 현상의 대표적 사례가 이스털린의 역설이라고 설명하고 있다. 우리나라의 경우 국민소득이 2만 달러가 넘었는데도 삶의 질은 높지 않고 유엔의 행복보고서에서는 한국의 행복지수가 10점 만점에서 5.8점으로 150개 중 56위에 머무르고 있다.
이러한 시점에서 본연구의 목적은 첫째, 행복역량은 교육을 통해 강화될 수 있는가? 둘째, 기술․가정 교과의 가정교과 영역의 행복역량교육 강화교과로서의 타당성은 어떠한가? 라는 연구문제를 가지고 이론적 연구와 전문가 심층면접을 통한 질적 연구를 진행하였다연구의 결론은 다음과 같다.
개인당 GNP 2만 달러에 달하는 경제수준에 와 있는 국가로서 국가수준의 교육과정에서 추구하는 인간상을 구현하기 위해서는 교육을 통해 행복역량을 강화하는 교육을 펼쳐야 하며 행복은 교육을 통해 강화할 수 있다고 결론 내렸다. 특히 행복역량강화를 위해서는 생활경험을 통해 행복역량을 강화하는 것이 필요한데 학교 교육과정에서는 기술․가정교과의 가정교과 영역이 행복역량 강화를 위해 타당함을 알 수 있었다.

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