지리과 시민성 교육을 위한 내용지식과 실행지식의 연계 = Realating content knowledge to conduct knowledge for citizenship education in geography

다국어 초록 (Multilingual Abstract)

This study intrinsically justified 'citizenship' as content knowledge of the geography subject, and re-conceptualized 'geographical inquiry' as conduct knowledge in which to teach it. And then, it theoretically examined the logic relating citizenship as content knowledge of geography subject to geographical inquiry as conduct knowledge.
There are largely two methodologies to develop this discussion. First, citizenship was intrinsically justified as content knowledge of geography subject based upon Peters' educational views as forms of knowledge and initiation. The second methodology is that to appropriately teach citizenship as content knowledge, justified as intrinsic values in geography subject, conduct knowledge corresponding to it should be developed and connected with each other.
First, the logic of intrinsic justification of 'citizenship' as content knowledge of geography subject is as follows: In general, the logic of citizenship education through geography subject has been defined from the external and instrumental viewpoint of a social studies. The viewpoint excludes the intrinsic logic of geography subject, and causes the result of subjecting geography into the framework of social studies. As well, it is plausible that the collapse of the framework may trigger an interpretation that citizenship education has neither purpose nor meaning. Thus, the justification discourse about citizenship as content knowledge of geography subject should be made through the forms of geographical knowledge.
The forms of geographical knowledge can be drawn from the analysis of different ideologies and languages used in the paradigms of geography. The analysis of paradigms in geography shows that 'the human' and 'the social' are generally combined in 'space'-centered language and ideologies. That is, it refuses the concept of physical space which is value neutral, and seeks turn to 'spaces of citizenship' which is value-intrinsic through social space theory. Given that changes in the forms of geographical knowledge lead changes in content knowledge of geography subject, citizenship is to be justified intrinsically.
Intrinsically justified citizenship as content knowledge of geography subject means citizenship education should be given based upon the spaces of citizenship. Not that discussions in social studies should be accepted as they are. Thus, orientation of geography education should be not directing students to initiate into knowledge related to theories and principles based upon physical space, but into values and beliefs based upon the spaces of citizenship. In other words, geography education is not about making students arrive at a destination, but about making them travel with a different view.
Next, the following is the justification discussion about 'geographical inquiry' as conduct knowledge to appropriately teach citizenship as content knowledge of geography subject. It is necessary to re-interpret the logic of the inquiry so that students can initiate into values and beliefs, citizenship through geography education. The cognitive category of a learner as a geographical self related to 'spaces of citizenship' includes multi-dimensions like scientific understanding, personal response and critical understanding. Thus, there is a need to re-conceptualize principles, procedure/process, and forms of inquiry learning so that learners can inquire into 'spaces of citizenship' from a variety of viewpoints. This is the very 'geographical inquiry-based learning'.
The principles of geographical inquiry-based learning can be defined with more flexibility in light of the principles of the existing inquiry leanings. Students who try to learn geographical insights cannot do 'the same' tasks as a geographer, who can see phenomena with established geographical insights. Therefore, the principles of geographical inquiry-based learning can be defined as guiding learners from 'the state in which they can't see' to 'the state in which they can see.' Thus, geographical inquiry-based learning is based on the principle that it can develop in diverse ways according to the content knowledge of the subject, autonomy of the learner and level of teacher's and students' participation.
The procedure/process of geographical inquiry-based learning should be simplified so that it can run with the viewpoints like scientific understanding, personal response, and critical understanding as in the process 「question → processing and interpretation of data → generalization」. What is important here is that the procedure/process of inquiry should be simplified, but a variety of questions and data should be offered so that the forms of diverse inquiry - scientific inquiry, personal inquiry and critical inquiry - can be developed. Again, the forms of geographical inquiry-based learning should be perceived as interrelating, and the ultimate geographical inquiry should be the confluent one which combines them.
Lastly, the logic of relating 'geographical inquiry' as conduct knowledge to 'citizenship' as content knowledge of geography subject is as follows: First, the following three types can be assumed from relating epistemic citizenship to geographical inquiry. 'Geographical inquiry based upon scientific understanding' which originated from positivism enhances learner's numeracy and analytical thinking through data collection and analysis along with ability to deduce and generalize. 'Geographical inquiry based on personal response' as complementary knowledge values learner's personal meanings and feelings toward places and landscapes, and makes them sympathize with each other. As well, 'geographical inquiry based upon critical understanding' which originated from structuralism and postmodernism as alternative conduct knowledge contributes to the improvement of critical literacy which enables learners to be aware of issues related to human welfare, social justice and environmental problems in terms of social criticism. Therefore, all their different viewpoints should be perceived and established in a mutually complementary relationship, not being exclusive to each other.
Citizenship education through geography subject should be directed at practical citizenship beyond epistemic citizenship. It is possible to develop into practical citizenship, if the content knowledge of geography subject is reorganized centering on geographical issues, and is linked with critical pedagogy based upon confluent geographical inquiry. Geographical issues are divided into local, national and global issues according to spatial scales, through which different identities are experienced. Especially, focus should given to geography education to build a better world and deep citizenship by discouraging geographical inquiry centered on national identity and providing local and global multi- layers of universal big issues around the world.
Since the discussions about relating citizenship as content knowledge of geography subject to geographical inquiry as conduct knowledge has been mainly theoretical and analytical, they should face the issues of verification. As well, as the literature study was conducted among foreign references, especially British references, there can be limits of application due to different situations. However, by examining the studies directed at the changing future society and the world of better life, it can help us to establish directions for geography education in Korea. For this purpose, it is important to settle the following practice-oriented tasks which accompany this thesis.
First, as geographical knowledge is seeking to turn into the 'spaces of citizenship' by opening the doors of compartments of social science, we need to accommodate a variety of forms of knowledge by examining geography curriculums and content of textbooks. The point at this stage is that this view should not be interpreted as an opportunity to integrate subject of social studies and that it should be understood as an perspective to have full understanding of the world and contribute to making the world better.
Second, detailed cases of practical instruction should be developed and verified by applying detailed cases of practical instruction as conduct knowledge appropriate to the forms of knowledge involved in citizenship as content knowledge of geography subject.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 문제제기 = 1
• 2. 연구목적 = 5
• 3. 연구내용과 연구방법 = 6
• Ⅱ. 이론적 배경과 연구동향 = 10
• 1. 교수적 변인으로서의 내용지식과 실행지식 = 10
• 1) 지식의 형식과 입문으로서의 교육 = 10
• 2) 교사가 갖추어야 할 교과 내용지식과 실행지식 = 16
• 2. 지리교과를 통한 시민성 교육의 연구동향 = 29
• 1) 지리학계의 시민성에 관한 연구동향 = 29
• 2) 지리교육계의 시민성에 관한 연구동향 = 32
• Ⅲ. 지리교과의 내용지식으로서의 시민성 = 39
• 1. 지리교과의 외재적 가치로서의 시민성 = 39
• 2. 지리교과를 통한 시민성의 내재적 정당화 = 46
• 1) 삶의 세계로서의 일상생활공간 = 48
• 2) 시민성의 공간으로서의 사회공간 = 53
• 3. 시민성의 공간에 토대한 시민성 교육의 관점 = 60
• Ⅳ. 지리교과의 실행지식으로서의 지리탐구 = 72
• 1. 지리적 자아로서의 학습자와 탐구의 논리 = 72
• 1) 시민성의 공간과 지리적 자아의 인식적 범주 = 72
• 2) 지리적 자아로서의 학습자의 경험과 활동 = 79
• 2. 지리탐구의 재개념화 및 다원주의적 접근 = 84
• 3. 지리탐구의 절차/과정의 단순화 및 일관성 = 92
• 4. 지리적 지식의 형식에 따른 탐구방법의 정합성 = 104
• Ⅴ. 인식적 시민성의 한계와 실천적 시민성으로의 전환 = 114
• 1. 인식적 시민성과 지리탐구의 연계 유형과 논리 = 114
• 1) 과학적 인식에 근거한 지리탐구의 전개 = 114
• 2) 보완적 실행지식으로서의 개인적 반응에 대한 관심 = 121
• 3) 대안적 실행지식의 요구와 비판적 문해력의 도입 = 127
• 2. 실천적 시민성을 위한 지리탐구로의 전환 모색 = 137
• 1) 지리적 쟁점과 비판적 페다고지의 도입 = 137
• 2) 장소 및 국가 정체성 중심의 지리탐구 = 143
• 3) 보다 나은 세계와 심층적 시민성을 위한 지리탐구 = 149
• Ⅵ. 요약 및 결론 = 159
• 참고문헌 = 163
• Abstract = 192